The Effects of Increased Time-Limits on a College-Level Achievement Test - Research Report No. 84-12

Sep 15, 2026

The study examined whether increasing test-taking time on a college-level achievement test would raise scores for selected subgroups of community college sophomores. The sample included 181 Miami-Dade Community College students classified by native language, ethnic group, and sex. A CLAST-based analogue (Mid-Level CLAST) was administered without direct experimentation on the original instrument, using three time-limit conditions (70, 75, 80 minutes). Results showed no statistically significant score increases for any group, leading to the conclusion that the instrument functions as a power test.

LanguageEnglish

CategoryExam

FormatPDF

Pages25

Reading Time1 h 3 min

AccessFree to download

Table of Contents

List of Tables

List of Figures

Abstract

Introduction

Research Hypotheses

Method

Subjects

Procedures

Instruments

Statistical Analysis

Results

Discussion

References

Appendix

ED 267867 AUTHOR TITLE INSTITUTION PUB DATE NOTE PUB TYPE EDRS PRICE DESCRIPTORS IDENTIFI ERS ABSTRACT DOCUMENT RESUME Wright,Ted # The Bffects of Increased Time-Limits on a College-Level Achievement Test.Research Report No.84-12. Miami-Dade Community Col1.,Fla.Office ofInstitutional Research.Apr 8425p.Reports -Research/Technical(143) MF01/PC01 Plus Postage. *Achievement Tests;Community Colleges;*ComparativeTesting;Ethnic Groups;Females;Group Testing;Males;*Minimum Competency Testing;Test Resuits;*Timed Tests;Two Year Colleges;Two Year CollegeStudents *College Level Academic Skills Test;*NativeLanguage A study was conducted to determine whether increasedtest-taking time on a college-1evel achievement test would differentially increase scores for selected subgroups of communitycollege sophomores.The study sample consisted of 181 Miami-DadeCommunity College(MDCC)students who were classified on the basis ofnative language,ethnic group,and sex,An analog of the College-LevelAcademic Ski1ls Test(CLAST)was developed according toCLAST specifications and administered to the subjects.For eachgroup,three time-1imit conditions were examined;i.e.,70 minutes,75minutes,and 80 minutes.The findings clearly indicated thatincreased time limits did not result in statistically significantincreases in test scores for any of the groups examined.Based onstudy findings,it was concluded that the analog instrument wasfunctioning as a power test and that increased time limits wouldprobably not resuit in higher test scores on the CLAST.(Author/LAL) ★**★★*★★★★*★★*★★★★★★★★★*★**★★★★★★******★****★****★★*★★★★★★★*★★☆★★★★★★★★ Institutional Research "PERMISSION TO PEPRODUCE THISMATERIAL HAS BEEN GRANTED BY R.McCabe JC 860/7/ TO THE EDUCATIONAL.RESOURCESINFORMATION CENTER(ERIC)" Miami-Dade Community College U.S.DEPARTMENT OF EDUCATIONCENTER(ERICI Ths document has been reproduced asreceived from the person or organizationonginating it reproduction quality ment do not necessnly represent officual NIE ## THE EFFECTS OF INCREASED TIME-LIMITS ON A COLLE3E-LEVEL ACHIEVEMENT TEST Research Report No.84-12April 1984 Ted WrightResearch Associate Miami-Dade Community College OFFICE OF INSTITUTIONAL RESEARCHJohn Losak,Dean Table of Contents Page List of Tables…………………………………………………………………………………………………………………………………ii List of Figures ……………………………………………………………………………………………………………………ii ……………………………………………………iii Abstract. ……………………………………………………………………………………… Introduction. …………………………………………………………………………… ………………………………………………………1 Research Hypotheses……………………………………… ……………………………………………………4-5 Method……………………………………………………………………………………… ……………………………………………………5 ……………………………………………………5 Subjects ………………………………………………………… ……………………………………………………6 Procedures ……………………………………………………… ……………………………………………………7 Instruments……………………………………………………………………… Statistical Analysis ………………………………… …………………………………………………7 …………………………………………………8 Resulcs …………………………………………………………………………………… ………………………………………16 Discussion………………………………………………………… …………………………………………………18-19 References…………………………………………………………… ………………………………………………20-25 Appendix……………………………………………………………… ERIC ae List of Tables Page Table 1 Demographic Characteristics of Sample by Treatment (N=181)………………………………………………………………………………………………………………………………9 2 Total Sample Analysis of Variance for Mid-Level CLAST Scores(N-181). …………………………………………………………………………………………………10 3 Native English Speaking Student Analysis of Variance for Mid-Level CLAST Scores(N=91)………………………………………………………11 ls Non-Native English Speaking Student Analysis of Variance for Mid-Level CLAST Scores(N=90)…………………………………11 5 White Non-Hispanic Student Analysis of Variance for Mid-Level CLAST Scores(N=64)…………………………………………………………………13 6 Black Non-Hispanic Student Analysis of Variance for Mid-Level CLAST Scores(N=21)…………………………………………………………………13 7 Hispanic Student Analysis of Variance for Mid-L

FAQs

What was the purpose of the study on increased time limits?

To determine whether longer test-taking time on a college-level achievement test would differentially increase scores for selected subgroups of community college sophomores.

How was the test administered and what time limits were compared?

An analogue of the College-Level Academic Skills Test (CLAST)—the Mid-Level CLAST—was developed and administered, with three time-limit conditions: 70 minutes, 75 minutes, and 80 minutes.

Did increased time limits lead to higher scores for the examined groups?

No. Increased time limits did not result in statistically significant increases in test scores for any of the groups examined.

What conclusion did the author draw about the instrument’s function?

The author concluded that the analogue instrument was functioning as a power test, so increased time limits would probably not produce higher test scores on the CLAST.

Sep 15, 2026

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