Lovett, B. J. (2007). Determinants of postsecondary students’ performance on timed examinations: Implications for extended time testing accommodations (Publication No. 3281764) [Doctoral dissertation, Syracuse University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/304771791
Syracuse University (Syracuse, NY); ProQuest document ID: 304771791
Timed examinations were studied to identify possible related factors influencing performance. By extension, extended time was the accommodation of this inquiry.
A total of 225 undergraduate students taking an introductory psychology course at Syracuse University (U.S.) participated. All participants reported that they had not been identified as having a professional diagnosis of a learning disability or an attention problem (e.g., ADD/ADHD), and that they were not eligible for testing accommodations at Syracuse University. Other demographic characteristics of participants were reported.
Participants completed a battery of reading performance measures, including the Reading Fluency subtest of the Woodcock-Johnson Tests of Achievement, Third Edition (WJ-III); the Comprehension subtest of the Nelson-Denny Reading Test (NDRT), Form H, which was timed; and two processing speed subtests from the Wechsler Adult Intelligence Scale, Third Edition (WAIS-III). Participants also completed self-report surveys including the Self-Evaluation of Performance on Timed Academic Reading, Revised Version (SEPTAR-R); the Test Anxiety Inventory (TAI); and a demographic questionnaire.
For students performing with their best effort, their reading comprehension score was predicted by reading fluency scores and their own self-perceptions of their success, but not predicted by their level of test anxiety nor their processing speed. In addition, both high test anxiety and reading fluency had separate and significant influences on participants' self-perception of their performance, and therefore, their perceived need for the extended time accommodation. In comparison, the participants directed to feign reading problems so as to be provided assessment accommodations scored significantly lower on all measures, yet scored least differently on the reading comprehension test (NDRT). Future research possibilities were suggested.