Multiple choice tests are unlikely to disappear from formal education, partly due to the ease of large-scale administration and grading and their similarity to licensing exams in various fields (e.g., nursing). Despite post-secondary instructors' best intentions in giving students adequate time to complete multiple choice assessments, it can be difficult to judge the amount of time that is actually required by students, while attempting to maintain test integrity and minimize cheating behaviour. Further, much of the available literature on this topic focuses on students enrolled in four-year university programs, which are likely to differ from other post-secondary programs (i.e. two- and three-year diploma programs). The present study aims to quantify the amount of time students in two- and three-year programs actually used to answer multiple choice questions in a fully online, asynchronous, introduction to psychology course, as well as examine whether differences exist in the time used on two types of assessments: small quizzes with unlimited attempts and unit tests with only one attempt. Results showed that students used on average 39 seconds per question, though they used significantly more time on summative assessments (unit tests) compared to formative quizzes. These results can help guide pedagogical decisions, but it is also important to consider learner-specific characteristics which might affect how much time they use (or need) to complete multiple choice assessments.