The Impact of Extended Time on SAT® Test Performance. Research Report No. 2005-8. ETS RR-05-20

Autor/inn/en	Mandinach, Ellen B.; Bridgeman, Brent; Cahalan-Laitusis, Cara; Trapani, Catherine
Institution	College Board; Educational Testing Service
Titel	The Impact of Extended Time on SAT® Test Performance. Research Report No. 2005-8. ETS RR-05-20
Quelle	(2005), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; College Entrance Examinations; Standardized Tests; Timed Tests; Disabilities; Academic Ability; Mathematics Skills; Learning Disabilities; Verbal Ability; Attention Deficit Hyperactivity Disorder; Experimental Groups; Scores; Cognitive Processes; Thinking Skills; Testing Accommodations; High School Students; Motivation; Comparative Analysis; Gender Differences; National Merit Scholarship Qualifying Test; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Standadised tests; Standardisierter Test; Handicap; Behinderung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Learning handicap; Lernbehinderung; Mündliche Leistung; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; psychologische; Motivation (psychologisch); Geschlechterkonflikt; Scholarship; Scholarships; Assessment; Stipendium; Eignungstest; Eignungsprüfung; Hochschulzulassung
Abstract	The effects of extended time on SAT Reasoning Test™ performance are examined. The study explored the impact of providing standard time, time and a half (1.5 time) with and without specified section breaks, and double time without specified section breaks on the verbal and mathematics sections of the SAT®. Differences among ability, disability, and gender groups were examined. Results indicated that time and a half with separately timed sections benefits students with and without disabilities. Some extra time improves performance, but too much may be detrimental. Extra time benefits medium- and high-ability students but provides little or no advantage to low-ability students. The effects of extended time are more pronounced for the mathematics sections of the SAT. The implications for potential changes to the SAT and the need for future research are discussed. The following is appended: (1) Proportions Correct and Omit/Not Reached by Item for V1, V2, M1, and M2 by Disability Status. (As Provided).
Anmerkungen	College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01