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SUMMARY. Four multiple choice tests were set to groups of between 80 and 103 Advanced level chemistry students in their original form or with the items in reversed order. Analysis of the pattern of responses showed that the students seemed able to complete these tests in the time available. Analysis of covariance, using level of achievement (as measured by score in an A-level multiple choice test) as the covariate, of scores on items in original and reversed order forms, showed no evidence of differences in the proportions of students choosing the correct response which might be attributed to the effects of candidate fatigue or time limitations. INTRODUCTIONIt has long been recognised that students' performance on test questions may be affected by structural aspects of the test itself. Willmott and Hall (1975) have shown how, in tests involving question choice, performance declines on questions completed late in the test.Performance towards the end of the test may be inhibited by the onset of fatigue, by the effect of time limitations being most powerful late in the test, or by a combination of these. Whilst regarding these problems as significant in the context of non-objective tests Willmott and Hall did not investigate their effects in objective tests. They point out that most objective tests used in the General Certificate of Education (GCE) examinations are 'power' tests, completed by most candidates, rather than speeded tests where rate of working would have an effect on the scores obtained. Davidson and Carroll (1945) have shown that speed and power factors may be independent. Myers (1952) suggests that power may be more valid than speed as a predictor of academic