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Download full textLaitusis, Cara Cahalan; Morgan, Deanna L.; Bridgeman, Brent; Zanna, Jennifer; Stone, Elizabeth – College Board, 2007
This study examined operational data from the SAT Reasoning Test™ to determine if students who tested under extended-time conditions were suffering from excessive fatigue relative to students who tested under standard-time conditions. Excessive fatigue was defined by significant (a) increases in differential item functioning (DIF) and (b)…
Descriptors: College Entrance Examinations, Time, Timed Tests, Fatigue (Biology)
Cahalan-Laitusis, Cara; King, Teresa C.; Cline, Frederick; Bridgeman, Brent – College Board, 2006
The purpose of this study is to provide information on actual time used by students with disabilities on the new SAT®. This study observed students with learning disabilities (LD) and/or attention deficit/hyperactivity disorder (AD/HD) as they took SAT items under strict time limits and recorded the amount of time taken for each item. The study is…
Descriptors: College Entrance Examinations, Learning Disabilities, Attention Deficit Hyperactivity Disorder, Timed Tests
Mandinach, Ellen B.; Bridgeman, Brent; Cahalan-Laitusis, Cara; Trapani, Catherine – College Board, 2005
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…
Descriptors: College Entrance Examinations, Standardized Tests, Timed Tests, Disabilities
