In an introductory psychology course, five objective examinations (matching and multiple-choice items, exclusively) were administered. Correlations between rate of performance (speed in taking the test) and quality of performance (percent score on the test) were low, -.17 to +.07, and not significant. Correlations between the tests in terms of rate of test completion were relatively high, +.60 to +.87 (all p≤ .001 level). Results suggest (a) no relationship between rate and quality of performance on the achievement tests but (b) consistency in rate of test performance-those who finish early or late on one test are likely to perform the same way on other tests.
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References
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Nunnally, J. C. (1972). Educational measurement and evaluation, (2nd ed.). New York: McGraw-Hill.
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Traxler, A. E. (1951). Administering and scoring the objective test. In Lindquist, E. F. (Ed.), Educational measurement. Washington, DC: American Council on Education.
