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software is designed to capture time information, this newly available information provides a quantitative base for making decisions about timing (Swanson, Case, Ripkey, Clauser & Holtman, 2001) Figure 93 shows box plots of Step 2 examinees total testing time used The examinees are divided into four groups: medical students from schools outside the US and Canada with English as their rst language, international students with English as a second language, US and Canadian students with English as their rst language, and US and Canadian students with English as their second language The actual testing time allowed was 480 minutes The data points exceeding 480 minutes arise from a software design decision that allows the examinee to complete the displayed item even after the section time has expired Accumulation of extra time on these last items across many sections can lead to a total test time in excess of the upper limit for the test day The gure demonstrates that the median time needed for the ESL groups was very close to the allowed time, while a large portion of the sample fell at or above the maximum time, even for those with English as their rst language The test appears to be speeded for substantial portions of all groups, but for ESL examinees more than native English speakers Figure 94 displays testing time as a function of total test score, again ivided into the four groups The curve for US students with English as a second language is hidden behind the international student native English speakers curve Again, the time provided appears to be inadequate, with the amount of inadequacy dependent both on group membership and.

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A church, convention of churches, or association of churches Section 170(b)(1)(A)(i) A school Section 170(b)(1)(A)(ii) (Also complete Part V) A hospital or a cooperative hospital service organization Section 170(b)(1)(A)(iii) A Federal, state, or local government or governmental unit Section 170(b)(1)(A)(v) A medical research organization operated in conjunction with a hospital Section 170(b)(1)(A)(iii) Enter the hospital s name, city, and state An organization operated for the benefit of a college or university owned or operated by a governmental unit Section 170(b)(1)(A)(iv) (Also complete the Support Schedule in Part IV-A) An organization that normally receives a substantial part of its support from a governmental unit or from the general public Section 170(b)(1)(A)(vi) (Also complete the Support Schedule in Part IV-A) A community trust Section 170(b)(1)(A)(vi) (Also complete the Support Schedule in Part IV-A) An organization that normally receives: (1) more than 331 3 % of its support from contributions, membership fees, and gross receipts from activities related to its charitable, etc, functions subject to certain exceptions, and (2) no more than 331 3 % of its support from gross investment income and unrelated business taxable income (less section 511 tax) from businesses acquired by the organization after June 30, 1975 See section 509(a)(2) (Also complete the Support Schedule in Part IV-A) An organization that is not controlled by any disqualified persons (other than foundation managers) and supports organizations described in: (1) lines 5 through 12 above; or (2) section 501(c)(4), (5), or ( 6), if they meet the test of section 509 )(2) (See section 509(a)(3)) Provide the following information about the supported organizations (See page 5 of the instructions) (b) Line number (a) Name(s) of supported organization(s) from above.

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In contrast to a paper-and-pencil test process, understanding procedural fairness when an Internet-based test is used probably calls for an additional variable, namely, perceived technical problems As is widely known, use of the Internet is fraught with a myriad of technical problems, such as crashes, slow speeds, and links that no longer exist Such technical problems are probably best categorized as procedural issues, as they affect test administration processes, but not necessarily the outcomes The only study that I am aware of that considered this variable is that by Harris, Van Hoye, and Lievens (2003; discussed below in greater deal), in which the item most highly correlated with reluctance to submit employment-related information over the Internet was the belief that taking a test over the Internet could put one at a disadvantage due to technical problems (eg crashes) I urge researchers to develop and include measures of perceived technical problems, along with other procedural justice measures, to better understand examinee reactions to Internet-based testing systems Another important consideration may be feedback on test results While everyone knows that it takes a while to mark paper-and-pencil tests, it is widely assumed that tests can be quickly, if not instantly, scored over the Internet There may therefore be an expectation that results should be known much quicker over the Internet Finally, there are a number of additional features of Internet- based testing that might be best included under rocedural issues, particularly in comparison with traditional (ie paper-and-pencil) systems First, Bringsjord (2001) discussed how the type of item on the GRE encouraged working out problems on scrap paper The fact that the computer-based version made this type of problem-solving more complicated may account for the negative perceptions that examinees had of this process Thus, if there is a need for paper-andpencil problem-solving tactics, the use of Internet-based testing may complicate these efforts and produce negative reactions Second, an internet-based test may incorporate a computerized-adaptive model, in which case there are likely to be far fewer items presented to each candidate As a result, above average test-takers will quickly be led to items that they have dif culty completing Thus, compared with traditional systems where average or above average test-takers were able to correctly answer many more items, the same examinees may perceive they have done much less well and express negative reactions Third, reading information from a computer screen may make it more dif cult to take an examination and may lead to negative reactions (Pomplun et al, 2002) This explanation might be particularly true for test-takers who are not familiar and comfortable with computer screens Fourth, use of a mouse click to record one s answer may be faster than marking correct answers with a pencil on a computer-scan sheet (Pomplun et al, 2002) Again, however, examinees who are not accustomed to using a mouse may nd it more awkward and dif cult to record answers this way Fifth, if the Internet-based testing system does not allow one to return, or change answers, to previous items, some examinees may become frustrated by.

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their inability to make modi cations In turn, this may elicit negative reactions It is particularly important to note that the impact of such differences is most likely to be perceived by test-takers who are accustomed to paper-and-pencil procedures For examinees who have never taken paper-and-pencil versions, Internet-based testing may be the norm, rather than the exception, and they will not be bothered by these issues Finally, psychometricians tend to believe that standardization equals fairness Because Internet-based testing should increase standardization, one might assume that it will increase perceptions of fairness I, however, believe that test-takers may not view fairness in exactly the same way I think the results from Bauer et al (2001), as well as from other areas, support the notion that interpersonal treatment is at least as important as standardization during test administration Similar otions have been argued by Gilliland and Steiner (1999), who state that use of a highly standardized interview may actually reduce perceptions of procedural fairness As tests are increasingly delivered over the Internet, new constructs and measures may need to be developed to fully understand procedural fairness.

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