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 model for the validation of standardized tests of academic achievement upon populations not represented in the samples used to standardize the tests is presented, and the results of a field testing of the model are described. The 1973 editions of the Stanford Achievement Test and the Test of Academic Skills were administered to a sample of…

This paper reports an experiment designed to test theoretical relations among fast problem solving, more complex and slower problem solving, and research concerning fundamental memory processes. Using a cathode ray tube, subjects were presented with propositions of the form "Y is in list X" which they memorized. In later testing they were asked to…

To determine whether gifted children are faster than average students on all behaviors sampled or only on academic subjects, 46 gifted and 30 average children were tested. The time rates for tapping, walking, reading, answering, and calculating were determined. All children were from grades 4 through 6; median IQ of the gifted was 138, and for the…

A method for estimating power scores is described. By way of illustration, it is applied to 21 students who were improperly timed on a standard test. Some empirical results are given in support of the estimation procedure. (Author)

When running out of time on a multiple-choice test such as the Law School Admission Test (LSAT), some test takers are likely to respond rapidly to the remaining unanswered items in an attempt to get some items right by chance. Because these responses will tend to be incorrect, the presence of rapid-guessing behavior could cause these items to…

Uses standardized and nonstandardized interview situations to examine several areas for two speech rate measures. Results show that the interviewer's speech rate influences that of the subject. Tables, graphs, and bibliography. (RW)

Suggests (1) a different kind of reading test construction, (2) the elimination of the vocabulary section of reading tests, and (3) a dual-scoring system in which one score is given for reading literature and another for reading textbook material. (MB)

Test measurement, reliability, and validity are discussed in relation to methods of physical fitness testing. A successful testing method which involved students testing their peers is described, showing the administration of various test items and the use of test practice procedures. (JN)

The effects of increasing the test time to reduce the speediness of verbal and quantitative experimental sections of the Graduate Record Examinations (GRE) Aptitude Test were investigated. Results show that extension of testing time so as to reduce intergroup differences is not indicated. (Author/GK)

Third grade students were identified as either fast/accurate or slow/accurate in response style on the Matching Familiar Figures Tests and Thurstone's Spatial Relations Test. The fast and slow students performed similarly on untimed tasks, as predicted. Contrary to expectations, they also scored similarly on timed tests. (Author/RD)

Presents a flexible plan for scoring straight-copy timed typewriting in any typing class, secondary or postsecondary, which is particularly useful for classes where the students have varied backgrounds in typing. (MF)

Disabled and nondisabled fifth graders completed a standardized achievement test under timed and untimed conditions to examine the effect of speededness on test performance. Results indicated no difference in test speededness for the two groups nor showed that the groups were differentially affected when the amount of speededness was reduced. (SM)

Nineteen gifted students and 11 average students, age 11, completed Einstellung Test problems and were queried about their metacognitive knowledge. A three-way interaction among giftedness, speed, and flexibility was found, with metacognitive knowledge as the criterion. Regardless of speed, inflexible children had less metacognitive knowledge than…