A sample of the literature on test speededness is reviewed; methods of assessing speededness are presented and criticized; the assumptions that underlie these methods are questioned, and alternate, multiple-administration methods are suggested. The importance of the effect of time limits is discussed. (Author/CTM)

Third grade students were identified as either fast/accurate or slow/accurate in response style on the Matching Familiar Figures Tests and Thurstone's Spatial Relations Test. The fast and slow students performed similarly on untimed tasks, as predicted. Contrary to expectations, they also scored similarly on timed tests. (Author/RD)