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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.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-effects-of-increased-time-limits-on-a-college-level-achievement-test-research-report-no-84-12/272490/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-effects-of-increased-time-limits-on-a-college-level-achievement-test-research-report-no-84-12/272490.png","ImageObject",300,407,{"name":92,"@type":93},"Berry Peter","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study on increased time limits?","Question",{"text":112,"@type":113},"To determine whether longer test-taking time on a college-level achievement test would differentially increase scores for selected subgroups of community college sophomores.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the test administered and what time limits were compared?",{"text":117,"@type":113},"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.",{"name":119,"@type":110,"acceptedAnswer":120},"Did increased time limits lead to higher scores for the examined groups?",{"text":121,"@type":113},"No. Increased time limits did not result in statistically significant increases in test scores for any of the groups examined.",{"name":123,"@type":110,"acceptedAnswer":124},"What conclusion did the author draw about the instrument’s function?",{"text":125,"@type":113},"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.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},272490,1789465459,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":133,"read_time":148},1374402524268,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","ED 267867  \nAUTHOR  \nTITLE  \nINSTITUTION  \nPUB DATE  \nNOTE  \nPUB TYPE  \nEDRS PRICE  \nDESCRIPTORS  \nIDENTIFI ERS  \nABSTRACT  \nDOCUMENT RESUME  \nWright,Ted  \n# The Bffects of Increased Time-Limits on a\n\nCollege-Level Achievement Test.Research Report No.84-12.  \nMiami-Dade Community Col1.,Fla.Office ofInstitutional Research.Apr 8425p.Reports -Research/Technical(143)  \nMF01/PC01 Plus Postage.  \n*Achievement Tests;Community Colleges;*ComparativeTesting;Ethnic Groups;Females;Group Testing;Males;*Minimum Competency Testing;Test Resuits;*Timed Tests;Two Year Colleges;Two Year CollegeStudents  \n*College Level Academic Skills Test;*NativeLanguage  \nA study was conducted to determine whether increasedtest-taking time on a college-1evel achievement test would  \ndifferentially 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  \nCollege-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)  \n★**★★*★★★★*★★*★★★★★★★★★*★**★★★★★★******★****★****★★*★★★★★★★*★★☆★★★★★★★★  \nInstitutional Research  \n\"PERMISSION TO PEPRODUCE THISMATERIAL HAS BEEN GRANTED BY R.McCabe       \nJC 860/7/  \nTO THE EDUCATIONAL.RESOURCESINFORMATION CENTER(ERIC)\"  \nMiami-Dade Community College  \nU.S.DEPARTMENT OF EDUCATIONCENTER(ERICI  \nThs document has been reproduced asreceived from the person or organizationonginating it  \nreproduction quality            \nment do not necessnly represent officual NIE  \n## THE EFFECTS OF INCREASED TIME-LIMITS\n\nON A COLLE3E-LEVEL ACHIEVEMENT TEST  \nResearch Report No.84-12April 1984  \nTed WrightResearch Associate  \nMiami-Dade Community College  \nOFFICE OF INSTITUTIONAL RESEARCHJohn Losak,Dean  \nTable of Contents  \nPage  \nList of Tables…………………………………………………………………………………………………………………………………ii  \nList of Figures ……………………………………………………………………………………………………………………ii  \n……………………………………………………iii  \nAbstract. ………………………………………………………………………………………  \nIntroduction. ……………………………………………………………………………  \n………………………………………………………1  \nResearch Hypotheses………………………………………  \n……………………………………………………4-5  \nMethod………………………………………………………………………………………  \n……………………………………………………5  \n……………………………………………………5  \nSubjects …………………………………………………………  \n……………………………………………………6  \nProcedures ………………………………………………………  \n……………………………………………………7  \nInstruments………………………………………………………………………  \nStatistical Analysis …………………………………  \n…………………………………………………7  \n…………………………………………………8  \nResulcs ……………………………………………………………………………………  \n………………………………………16  \nDiscussion…………………………………………………………  \n…………………………………………………18-19  \nReferences……………………………………………………………  \n………………………………………………20-25  \nAppendix………………………………………………………………  \nERIC  \nae  \nList of Tables  \nPage  \nTable  \n1 Demographic Characteristics of Sample by Treatment  \n(N=181)………………………………………………………………………………………………………………………………9  \n2 Total Sample Analysis of Variance for Mid-Level CLAST  \nScores(N-181). …………………………………………………………………………………………………10  \n3 Native English Speaking Student Analysis of Variance  \nfor Mid-Level CLAST Scores(N=91)………………………………………………………11  \nls  \nNon-Native English Speaking Student Analysis of  \nVariance for Mid-Level CLAST Scores(N=90)…………………………………11  \n5 White Non-Hispanic Student Analysis of Variance for  \nMid-Level CLAST Scores(N=64)…………………………………………………………………13  \n6 Black Non-Hispanic Student Analysis of Variance for  \nMid-Level CLAST Scores(N=21)…………………………………………………………………13  \n7 Hispanic Student Analysis of Variance for Mid-L","cbCaihd9UeZgk7a9","https://ap.wps.com/l/cbCaihd9UeZgk7a9","pdf",426749,25,"English","# Table of Contents\n## List of Tables\n## List of Figures\n## Abstract\n## Introduction\n## Research Hypotheses\n## Method\n## Subjects\n## Procedures\n## Instruments\n## Statistical Analysis\n## Results\n## Discussion\n## References\n## Appendix","[{\"question\":\"What was the purpose of the study on increased time limits?\",\"answer\":\"To determine whether longer test-taking time on a college-level achievement test would differentially increase scores for selected subgroups of community college sophomores.\"},{\"question\":\"How was the test administered and what time limits were compared?\",\"answer\":\"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.\"},{\"question\":\"Did increased time limits lead to higher scores for the examined groups?\",\"answer\":\"No. Increased time limits did not result in statistically significant increases in test scores for any of the groups examined.\"},{\"question\":\"What conclusion did the author draw about the instrument’s function?\",\"answer\":\"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.\"}]","The Effects of Increased Time-Limits on a College-Level Achievement Test - Research Report No. 84-12 | PDF",63]