This investigation was designed to: (a) resolve the contradictions raised in earlier research on the relationship between test-completion speed and performance and (b) to extend the range of inquiry from performance on one test to performance on all tests in a course of study. Test scores were obtained from 278 college students on three course-based objective examinations. Data analyses yielded no linear or curvilinear relationships between completion speed and performance on individual tests. Similarly, no relationship was found between average completion speed on three tests and total score. The results suggest that test-completion speed on an untimed test is unrelated to test performance. The implications of these findings and suggestions for future research are discussed.
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology
- Applied Psychology
- Applied Mathematics