Have you ever had to take a timed test, such as the SAT, the ACT, a pop quiz or a final exam? If so, what was the experience like? Did you worry about running out of time to complete all the questions? Did the stress distract you and cause you to make mistakes? Or did the time constraint not affect you? Did you finish the exam?
Do you think that students should be allowed to take as much time as they need on tests?
A few years ago, I started asking lecture halls filled with students to raise their hands if they had run out of time on the SAT. In each room, nearly every hand went up. I was surprised, but I shouldn’t have been.
For decades, educators have seen speed as a marker of aptitude or mastery, forcing students to scramble to finish tests. But a race against the clock doesn’t measure knowledge or intelligence. It assesses the much narrower skill of how well students reason under stress. As a result, timed tests underestimate the capabilities of countless students.
New evidence shows that although smarter people are faster at solving easy problems, they’re actually slower to finish difficult ones. They’re well aware that haste makes waste, and they don’t want to sacrifice accuracy for speed. You wouldn’t want a surgeon who rushes through a craniectomy, or an accountant who dashes through your taxes. Even for the many jobs in which people are judged on speed, there’s no evidence that doing algebra under time pressure is useful preparation. Although it pays to be quick, it also pays to be determined, disciplined and dependable.
Strangely, though, the tests that define students’ grades and help determine their educational and professional fates are rarely designed for deliberation. They evaluate students as if they’re applying to join a bomb squad or appear on “Jeopardy.” Time pressure rewards students who think fast and shallow — and punishes those who think slow and deep.
One fall, one of our daughters was pleasantly surprised by her grade on a math midterm. Despite being the longest and hardest test of the semester, it was her highest score. At first we were puzzled: She hadn’t changed her study habits or made a quantum leap in understanding. Then we learned that it was the first test where she didn’t feel pressed for time. Her teacher had allowed more time per question than usual.
On math tests, one of the few skills in which boys consistently outperform girls is mental rotation — turning 3-D shapes in their minds. But gender differences vary dramatically based on time pressure. Across several dozen studies, the more time students had to finish tests, the smaller the female disadvantage became. Shifting from short time limits to no time limits — or even just allowing more than 30 seconds per question — was enough to cut the gender gap in half.
It’s well known that the “girls can’t do math” stereotype can cause female students to underperform on math tests. The fear of confirming the stereotype can lead to test anxiety, draining working memory and disrupting cognitive processing. What we’ve overlooked is that time pressure can exacerbate these effects. When girls are distracted by doubts about their abilities, it takes them longer to finish problems. Having to rush leaves them more prone to choosing suboptimal strategies — and to possibly making mistakes. Even if they’re not anxious, female students tend to work more methodically than male students. When they have more time, they can rethink their approaches and double-check their answers. They also become more comfortable making educated guesses.
I tried this out with our daughter on practice tests at home. She’s an honors math student, but when she was under time pressure, she made distracted mistakes like plugging in the wrong formula on relatively easy algebra problems. It was the math version of a typo, and we ended up coining a term for it: a matho. But when there was no time limit, she excelled on difficult algebra problems — and mental rotation, too.
Time pressure doesn’t just underrate the math abilities of girls and young women. Having to hurry can obscure the abilities of anyone who has reason to worry. That might include boys who are expected to underperform in reading, immigrants who are doubted on verbal aptitude and Black students who face a host of questions about their intellect. It also includes students with learning difficulties such as dyslexia and ADHD — or mental health conditions, physical disabilities and sensory impairments.
A common solution to this problem is for schools to offer extended time to accommodate students with disabilities. But lately, this has created an accommodations arms race as parents and students try to game the system to get diagnosed with a learning difficulty or health condition. Why not give everyone enough time to complete the test?
Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.
