Test-Taking Speed: Predictors and Implications

Autor/inn/en	Lovett, Benjamin J.; Lewandowski, Lawrence J.; Potts, Heather E.
Titel	Test-Taking Speed: Predictors and Implications
Quelle	In: Journal of Psychoeducational Assessment, 35 (2017) 4, S.351-360 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282916639462
Schlagwörter	Reading Fluency; Test Wiseness; Reading Skills; Standardized Tests; Reading Comprehension; Task Analysis; Time on Task; Timed Tests; Outcome Measures; Correlation; Undergraduate Students; Questionnaires; Predictor Variables; Multiple Regression Analysis; Adults; Intelligence Tests; Achievement Tests; Reading Tests; Vocabulary; Statistical Analysis; Wechsler Adult Intelligence Scale; Woodcock Johnson Tests of Achievement; Nelson Denny Reading Tests + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Standadised tests; Standardisierter Test; Leseverstehen; Aufgabenanalyse; Zeitaufwand; Korrelation; Fragebogen; Prädiktor; Intelligence test; Intelligenztest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Wortschatz; Statistische Analyse
Abstract	Students often feel time pressure when taking tests, and students with disabilities are sometimes given extended time testing accommodations, but little research has been done on the factors that affect students' test-taking speed. In the present study, 253 students at two colleges completed measures of processing speed, reading fluency, and self-reports of their reading and test-taking skills, as well as a standardized paper-and-pencil reading comprehension task. The time taken to complete the reading comprehension task was not significantly related to students' accuracy on the task, but it was predicted by students' reading fluency and by their self-reports of problems with timed reading/test-taking. Students' processing speed did not significantly predict comprehension task completion time or accuracy when reading fluency and self-reports were held constant. We discuss the implications of these and other results for making determinations about extended time testing accommodations, as well as for future research studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01