The Effect of Test Timing on Critical-Thinking Performance for High School and College Students

• In Event: Sunday Roundtable Session 11:25 am
  In Roundtable Session: Assessing Science Understanding and Critical Thinking Competencies (Table 26)

Abstract

This study examined the impact of test timing on assessment performance as well as the interaction between test timing and grade level in critical thinking assessments. Data from first- and fourth-year students at high school and college levels were analyzed using two-way ANOVAs. Among college students, test timing significantly affected performance, with first-years scoring worse in the morning and better in the evening, while fourth-years performed well in the late afternoon or evening. High school students showed a significant interaction but no main effect, with first-years performing worst in the mid-morning and fourth-years performing best at that time. Administrators should consider test timing, especially in value-added model schools comparing students across grade levels.

Authors

• Olivia Rose Cortellini, Council for Aid to Education

• Tess E. Dawber, Council for Aid to Education