This study is an exploratory analysis of examinee behavior in a large-scale language proficiency test. Despite a number-right scoring system with no penalty for guessing, we found that 16% of examinees omitted at least one answer and that women were more likely than men to omit answers. Item-response theory analyses treating the omitted responses…

The purpose of this study was to investigate the relationship between the scores students earned on multiple choice tests and the number of minutes students required to complete the tests. The 5 tests were made up of 20 randomly drawn questions from a large pool of questions about research methods. Students were allowed an unlimited amount of time…

A study was conducted to determine if providing additional time to complete classroom tests increases the test scores of college students with learning disabilities. Whether the accommodation allows the extra time necessary for students with learning disabilities to process the information, leveling the playing field, or whether it creates a…

Data available from the Fall and Spring administration of the Stanford Achievement Test: Intermediate I: Form X and the Otis-Lennon Mental Ability Test for all Title I pupils in the State of New Hampshire plus a random sample for the entire state, made possible the item-by-item comparison of Fall and Spring performance on the same groups of…