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Three Reasons to Stop Using Time-Restricted Tests

Three Reasons to Stop Using Time-Restricted Tests

“Time pressure rewards students who think fast and shallow — and punishes those who think slow and deep,” Adam Grant

Using timed tests as way to assess learning has been under scrutiny for some time. While summative assessments (tests, exams, mid-terms, quizzes) play a crucial role in gauging students’ understanding and demonstration of skills and abilities, the over reliance on time-restricted assessments creates three issues that prevent them from being reliable indicators of learning. Time restricted assessments may not be the most effective or fair method for assessing student learning.

1. Unnecessary Pressure and Anxiety

The primary drawback of time-restricted tests is the undue cognitive pressure and anxiety they place on students. Research by Porges (2009) shared insights into the pathways that connect the brain to the body and that during times of stress learners are less able to access information they have already learned. The constraint of time often creates stressors which negatively impact cognitive functioning and inhibits the ability to recall information accurately. Stress can result in learner underperformance, as students may struggle to showcase their true understanding of the material within the allotted time frame.

2. Focus on Speed over Understanding

Gernsbacher et al. (2020) demonstrated that students’ pace on untimed tests does not predict performance and as a result, adding time limits to tests means that the test is measuring speed, in addition to the content knowledge. In timed assessments, students may resort to memorization and regurgitation of information rather than engaging in critical thinking and problem-solving (BCcampus, 2021). The emphasis on completing the tasks withing a time limit can deter learners from exploring concepts thoroughly, ultimately hindering their ability to apply knowledge and retrieve it later.

3. Inequities for Learning and Language

People have different learning and cognitive processes, as well as different levels of comfort and experience using the language in which the test was written. While some students thrive under time pressure, others may need more time to process information and formulate thoughtful responses. Time-restricted tests favour those who can quickly recall and apply knowledge, as well as those who are fluent in the test language. This creates inequities for those who require more processing time, as well as time to translate the question into their primary language. Gernsbacher et al. (2020) research showed that timed tests can result in an inaccurate representation of a student’s true capabilities.

While time-restricted tests have been a longstanding tradition in education, they come with inherent limitations that may impede the accurate assessment of learning. The pressure and anxiety they induce, the focus on speed over understanding, the inequity in accommodating different learning modalities, the limited assessment of higher-order skills, and the potential reduction in motivation all contribute to the argument against their widespread use.

Often instructors feel that time-based tests are an alignment to common experiences of employees in the workplace. But rarely in the work world do employees experience timed tests to demonstrate their understanding and skills. Workers are given deadlines and expectations or sometimes a specific performance under pressure, but mostly they will face application of knowledge. Rarely do employees engage in frequent recall of knowledge under a time restriction.

To foster a more comprehensive and equitable assessment of learning, instructors should incorporate a variety of evaluation methods, including project-based assessments, open-book exams, and continuous assessment models. By embracing diverse and authentic approaches, educators can create an environment that encourages true understanding, critical thinking, and the development of skills that extend far beyond the confines of a timed test.

More Information

By Katherine Carpenter, Teaching and Learning Faculty Developer, Centre for Teaching and Learning Innovation, North Island College

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