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…

In order to determine whether students transcribe the same number of words regardless of the speed of the dictation, dictation tests were administered to students enrolled in beginning Gregg shorthand at the secondary level. Test batteries were administered at three different times throughout the first semester of shorthand instruction. The…

A survey test in arithmetic consisting of two separately administered parts (see TM 000 967 and TM 000 968) was given to pupils in Grade 4 of the Vancouver School System. Test content included a computation section (Part I) and a concept section (Part II). A summary of test results is presented in three tables. (CK)

Part I of the arithmetic survey (see TM 000 966) administered to fourth grade Vancouver students consists of 30 computational items. The time limit for this section is 30 minutes. See also TM 000 968 for Part II of the survey. (CK)

Part II of the arithmetic survey (see TM 000 966) administered to fourth grade Vancouver students consists of 32 items dealing with arithmetical concepts. The limit for this section is 30 minutes. See also TM 000 967 for Part I of the survey. (CK)

This program outlines a plan, using a series of competency-based exams, to evaluate student progress in given courses taken at the National College of Education. It details a method by which students request and take sequential competency tests for specific course work during a term of registration. The program also outlines provisions for…

Models relating individual and group problem solving solution times under the condition of limited time (time limit censoring) are presented. Maximum likelihood estimation of parameters and a goodness of fit test are presented. (Author/JKS)

The relationship between speed of information processing and Intelligence Quotient (IQ) was examined in 62 college students using timed paper-and-pencil substitution tests to measure processing speed. A psychometrically better IQ test showed a strong linear relationship between mean time to code and its correlation with IQ; this relationship was…

In two experiments, 168 subjects aged 8-22 years performed visual search and memory search tasks (experiment 1) or memory search, mental rotation, analogical reasoning, and mental addition tasks (experiment 2). Increases with age in speeds of visual and memory search were described well by exponential functions. (SKC)

A more generalized error model for time-limit tests is developed. Model estimates are derived for right-attempted and wrong-attempted correlations both within the same test and between different tests. A comparison is made between observed correlations and their model counterparts and a fair agreement is found between observed and expected…

The unobtrusive recording of item response times is one of the many advantages offered by computerized test administration. This report is a broad review of psychometric literature on response times. The review is not exhaustive, but does provide a sample of work that has been done. The review is organized into seven sections: (1) scoring models;…

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…

Professional speakers often use simple mental recipes to organize impromptu talks. The author taught these recipes to his high school composition students and used a timed trial format to give them practice in rapidly outlining their thoughts on a given topic. Thirteen of these recipes are provided. (SJL)

Discusses the problems of using chronometric analysis, a common cognitive psychological method, for educational assessment. Suggests that cognitive assessment has not reached the precision needed to analyze individual differences. (FMW)