The psychometric properties of objective tests administered in two testing conditions were compared, using an experimental take-home testing condition and a traditional in-class testing condition. Subjects were 290 college students in a basic educational psychology course who took a test developed and tested the previous semester. Two equivalent 30-item tests (Form A and Form B) were randomly distributed. Students in Group 1 (n=141) took Form A in the in-class testing condition and Form B in the take-home testing condition. Students in Group 2 (n=149) took Form B in class and Form A at home. Results indicate that carefully constructed objective tests designed to measure higher-order thinking can function effectively under take-home conditions. Test items in the three taxonomic classifications (based on the Taxonomy of Cognitive Objectives of B. Bloom, 1956) did not have differential impacts on the test in the two conditions. Most student-reported variables had no influence on test performance. The psychometric properties of a test can remain intact even when students have ample time and course materials available provided that higher-order thinking skills are being measured. Seven tables present study findings. (SLD)