The Effect of Exceeding Prescribed Time Limits in the Administration of Standardized Achievement Tests: An Abstract. Research Series. CEPSE/No. 5.

Autor/inn/en	Rudman, Herbert C.; Raudenbush, Stephen W.
Institution	Michigan State Univ., East Lansing. Dept. of Counseling, Educational Psychology, and Special Education.
Titel	The Effect of Exceeding Prescribed Time Limits in the Administration of Standardized Achievement Tests: An Abstract. Research Series. CEPSE/No. 5.
Quelle	(1986), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Analysis of Covariance; Decision Making; Demography; Elementary School Students; Grade 5; Intermediate Grades; Reading Comprehension; Scores; Standardized Tests; Test Results; Time; Timed Tests; Stanford Achievement Tests + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Decision-making; Entscheidungsfindung; Demografie; School year 05; 5. Schuljahr; Schuljahr 05; Mittelstufe; Leseverstehen; Standadised tests; Standardisierter Test; Zeit
Abstract	The effect on achievement when the prescribed maximum time limits of a standardized achievement test are exceeded was studied using students nested in block-by-treatment combinations. The analysis was a hierarchical (nested) randomized blocks analysis of covariance involving 408 fifth graders taking the Stanford Achievement Test in Lansing, Michigan. Results indicated that excess testing time had a significant positive linear effect on reading comprehension and total reading scores and a significant nonlinear effect on the same outcomes. The benefit of excess time was most pronounced between maximum time and 5 minutes more and between 10 and 15 minutes excess time. No significant interactions were found between excess time and selected demographic variables. It was clear that decisions made at the classroom level were substantially more sensitive to the effects of excess time than were student level decisions. Results highlight the importance of excess time at various levels of aggregation. (Contains 9 tables and 24 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC