Just Enough Time to Level the Playing Field: Time Adaptation in a College Admission Test

Abstract

Extended time is a commonly-used test adaptation for standardised highstakes tests. In this study, extended time provided for test-takers with dyslexia is examined. Data from standard versions of the Swedish Scholastic Aptitude Test (SweSAT) and data from test administrations where extra time is provided was used. Indications are that the standard version of the test is speeded and that the extra time provided improves test results for test-takers with dyslexia. There are, however, no conclusive indications supporting differential speededness due to the extra time. Findings from this study shows the beneficial effects of providing extra time for test-takers with dyslexia, but it does not conclusively disprove that this extra time cause an unfair advantage.

Extended Time Accommodation and the Academic, Behavioral, and Psychological Outcomes of Students With Learning Disabilities

“…Findings from our propensity-score-weighted regression analysis add a caveat to Hjärne’s (2020) finding of the universally positive impact of ETA. Our analysis suggests that ETA is associated with better performance of students with LDs only among those who put the extended time to good use.…”

“…However, 3%, 9%, and 12% of students in the NG group could not attempt Items 13, 14, or 15 due to time constraints. This is known as “speededness” (Hjärne, 2020). When tests are not intended to measure the speed of responding, speededness introduces construct-irrelevant variance into test scores and thus alters the construct that the test intends to measure.…”

“…We hypothesized that the performance and total time spent on the first five items of the test were comparable across the three groups because the performance on the first five items was not likely to be affected by speededness. Previous literature suggests that the negative impact of time pressure might be more prominent on the items close to the end of a test but not on items at the beginning (Hjärne, 2020; Wise et al, 2009).…”

“…Using unaccommodated SWODs as the reference group, Bolt and Ysseldyke (2008) found 38% to 55% of the fourth- or eighth-grade test items on a state standardized assessment showed moderate to large DIF against students with mental disabilities (including LDs, mental retardation, or emotional disabilities). Hjärne (2020) did not find DIF but found that students with LDs in the ETA group were less likely to omit test items than their unaccommodated peers with LDs at the end of the booklet, providing some evidence that differential speededness forms a hindrance to performance.…”

“…Using an experimental design, researchers compared the test performance of students with and without disabilities under two groups: those receiving ETA and those not receiving ETA. Some studies identified differential boost (Alster, 1997; Lesaux et al, 2006); some found that ETA benefits students with LDs and SWODs equally (Furlano et al, 2021; Hjärne, 2020; Sireci et al, 2005); and others found that ETA benefits SWODs more than students with LDs (Lewandowski et al, 2013; May & Stone, 2014). A meta-analysis of findings from nine studies found that ETA is associated with improved test scores for both students with LDs and their SWODs peers who were age 14 or older (Gregg & Nelson, 2012).…”