Demographic Variations in Test-Taking Behaviors and Performance: Insights from a High-Stakes Admissions Test

Using log-file data from a graduate admissions test, we examined whether test-takers from different demographic backgrounds show similar test-taking behaviors and whether these behaviors relate to test performance (correct items) similarly across groups. Data from 118,657 U.S. test-takers showed generally small demographic differences in behaviors, such as the average time spent on initial visits and the number of revisited and revised answers, with the largest differences occurring in item revisitation. Behavior – performance associations varied by demographic group and section (quantitative vs. verbal), but were small-to-moderate in magnitude. In contrast, performance gaps were larger and ranged from small-to-moderate to moderate-to-large across demographic comparisons. These patterns – small behavioral differences coupled with substantial performance gaps – suggest that although test-taking behaviors matter, they do not fully explain performance disparities and other factors contribute to observed gaps. The implications of these findings for understanding performance outcomes on high-stakes assessments are discussed.