Publication Date
In 2025 | 0 |
Since 2024 | 0 |
Since 2021 (last 5 years) | 0 |
Since 2016 (last 10 years) | 1 |
Since 2006 (last 20 years) | 2 |
Descriptor
Comparative Analysis | 4 |
Scores | 4 |
Standardized Tests | 4 |
Timed Tests | 4 |
College Entrance Examinations | 2 |
Reading Comprehension | 2 |
Reading Tests | 2 |
Time | 2 |
Academic Ability | 1 |
Academic Achievement | 1 |
Accuracy | 1 |
More ▼ |
Author
Publication Type
Reports - Research | 4 |
Journal Articles | 3 |
Numerical/Quantitative Data | 1 |
Education Level
High Schools | 2 |
Secondary Education | 2 |
Early Childhood Education | 1 |
Elementary Education | 1 |
Grade 7 | 1 |
Grade 8 | 1 |
Grade 9 | 1 |
Higher Education | 1 |
Junior High Schools | 1 |
Middle Schools | 1 |
Postsecondary Education | 1 |
More ▼ |
Audience
Location
North Carolina | 1 |
Laws, Policies, & Programs
Assessments and Surveys
SAT (College Admission Test) | 2 |
Gates MacGinitie Reading Tests | 1 |
National Merit Scholarship… | 1 |
What Works Clearinghouse Rating
Snow, Amie B.; Morris, Darrell; Perney, Jan – Reading Psychology, 2018
We examined which of two instruments (Text Reading and Comprehension inventory [TRC] or a traditional informal reading inventory [IRI]) provides the more valid assessment of a primary-grade student's reading instructional level. The TRC is currently the required, benchmark reading assessment for students in grades K-3 in the state of North…
Descriptors: Reading Tests, Reading Comprehension, Benchmarking, Alternative Assessment
Clemens, Nathan H.; Davis, John L.; Simmons, Leslie E.; Oslund, Eric L.; Simmons, Deborah C. – Journal of Psychoeducational Assessment, 2015
Standardized measures are often used as an index of students' reading comprehension and scores have important implications, particularly for students who perform below expectations. This study examined secondary-level students' patterns of responding and the prevalence and impact of non-attempted items on a timed, group-administered,…
Descriptors: Secondary School Students, Performance Based Assessment, Multiple Choice Tests, Reading Comprehension

Dreyden, Julia I.; Gallagher, Shelagh A. – Journal for the Education of the Gifted, 1989
In an effort to explain gender differences in Scholastic Aptitude Test (SAT) scores, a study tested the effects of changing time limits and directions (standard and non-standard) on performance of academically talented males and females on the math and verbal test sections. Several potentially explanatory patterns were found. (MSE)
Descriptors: Adolescents, College Entrance Examinations, Comparative Analysis, Gifted
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