No abstract

No abstract

No abstract

In selection contexts that employ standardized testing, the use of accommodations must be accompanied by evidence to support their appropriateness. Three studies examined the appropriateness of extended time accommodations in cognitive ability testing. Study 1 examined the speededness of the Canadian Forces Aptitude Test (CFAT) using data from 12,555 applicants to establish that speed is not a factor in the CFAT. Study 2 examined the impact of extra time in the completion of a paper-based administration of the practice CFAT for test-takers with and without a learning disability (LD). Data from 122 military trainees revealed that regardless of LD status, participants received higher scores and attempted more items. Study 3 replicated and extended the findings of study 2 using a university sample (N = 234) and a computerized test administration mode. Findings from both studies also suggested that construct- and criterion-related validity were comparable across time conditions. Overall, this research has implications for those considering time accommodations in cognitive ability testing, and contributes to the limited body of knowledge on test accommodations available to selection test developers and providers.