A group of postgraduate accounting and finance students were asked to participate in a three-phase exercise: sit an unseen past examination question; mark a fully anonymised previous student solution (exemplar); and then mark their own work. The marking process was facilitated by explaining and discussing the marking guide, assessment systems and…

Using results from the Collegiate Learning Assessment (CLA) administered at Central Connecticut State University, a public Carnegie master's-larger programs university in the Northeast, this study demonstrates time on spent on the test, student motivation, and to a lesser extent the local institutional administration procedures represent…

This paper reports the results of an experiment on the accuracy of information processing during attention focused arousal under two conditions: single estimation and double estimation. The attention of 187 college students was focused by a task requiring high level competition for a monetary prize ($10) under severely limited time conditions. The…

The effect of designated learning strategies and reflective versus impulsive cognitive styles on performance in a maze learning task was investigated. Performance of both reflective and impulsive subjects was improved by appropriate learning strategies. (Author/MT)

Describes the problems some basic writing students have had generating ideas for writing in response to timed essay tests. Proposes a technique based on the classical notion of the "topoi," which enables students to generate ideas and equips them for participation in the social and political dialogs they encounter in higher education.…

Seven 5-minute, straight-copy timed writings administered to 87 college students revealed that (1) use of the print and return features of electronic typewriters does not automatically heighten speed or accuracy; and (2) students do not necessarily choose the best combination of features for enhancing performance. (SK)

The study, with 16 learning-disabled and 15 normally achieving college students, found a significant difference on reading comprehension scores between groups under timed conditions but no significant differences in test performance when both groups were provided extra time. (Author/DB)

The study involving 614 hearing impaired students investigated the adequacy of time limits currently followed in the administration of two subtests of the Differential Aptitude Test battery when used with young deaf students. Thirty-six students who did not complete the Space Relations portion of the battery under the timed condition, and 11 who…

The accuracy of the mean of two estimates was compared with the accuracy of a single independent estimate from the same subject. A subject was asked to estimate the size of one attribute of a constant stimulus, e.g., the total of a set of numbers. The same subject was also asked to give an estimate for an upper and lower bound on the size of the…

This study examined the influence of time press, specific stimulus, and type of creativity prompt on fluency and flexibility scores of 75 undergraduates. Results suggest that time press has a strong, and typically linear influence on both fluency and flexibility scores. A significant difference across stimuli was observed for flexibility, but not…

How the dual-task interference effects, observed when subjects attempted to simultaneously perform two simple tasks, are related to capacity limitations in perceptual processing of complex visual displays was studied. Results for a total of 110 undergraduates in 6 experiments support a 2-component theory of divided attention. (SLD)

This study investigated the effect of several different modes of test administration on scores and completion times. In Experiment 1, paper-based assessment was compared to computer-based assessment. Undergraduates completed the computer-based assessment faster than the paper-based assessment, with no difference in scores. Experiment 2 assessed…

A study tested the effects of timed versus untimed practice using text passages containing inserted adjunct questions. These effects were measured in terms of performance on repeated, related, and unrelated test questions. Subjects were 47 college students in Florida randomly assigned to one of two groups. One group was allowed a fixed amount of…

The relationship between achievement test performance and two variables associated with test taking were studied. The variables were the order in which the students completed the test and the time students required for completion. Recent research had been mixed concerning whether high achievers would complete tests faster. The study was conducted…

Argues that teachers can help bring writing-for-assessment and writing-as-process into closer interplay by helping students develop their overall writing skills and learn how to adapt them to timed situations. Claims that taking advantage of the latest composition research will help teachers do this. (JD)