time allowed for an exam will determine how  the test taker will tackle the question. it will show how detailed the learner will be in his/her response. time can also determine the amount of comportment or anxiety that will be associated with the test. Time therefore can actually influence performance positively or negatively.   

Dear Ms Ellie Darlington,

I am writing to inform you that I read one interest article on journal Economics of Education Review. The article is on your topic and issued in 2015. 

I am sending you article as a PDF file.

I hope I have been of some help,

Best regards,

Andrija

Hello Ellie, I would say that I was one of those students who performed much better when I was allowed ample time for exams.  So I did better when there was more time, and did not get stressed out.  In secondary school my time management improved and I did better than in primary school.  Best of all were the oral defense of theses at university when the committee were in no hurry.

In the pre-university college where I teach, students with sight disabilities, and had to use magnifying lenses were allowed up to an extra one third of the duration.  So a 3 hour paper would be given an extra hour.  I think that is being fair to them. Thanks.

There are several variables here, such as the TYPE of exam.  Is the impact the same foe essay questions as for multiple choice, for example?

Talking about written exams, I believe that there is no standard way to determine the proper time allowance for every test, as too many parameters are involved (eg type of questions, MCQs, essays, balnk filling etc). However, in my experience, the tutor should carefully read at a slow pace the whole examination document and try to estimate the time that the average, well prepared student would find necessary to read and answer all questions. Allowing too much time for answers will make students relax and possibly lose focus. Additionally there is almost always the risk of  many students using the extra time trying to "steal" from friends and peers, especially in crowded exams...One trick we often use is to initially allow a "strict" time frame and by the end of that period,  offer a little extra time for completion, depending on how the majority of students have performed.

Dear Ellie

Nitko & Brookhart (2006) Educational Assessment of Students  suggest the length of time to be assigned for different test items. This can then be used to calculate the length of time that is appropriate for an exam.

If you Google speededness in exams or test speededness, you will be able to find some articles that address your issue.

Good luck!

Dear madam

Our  (r s sindhu and reeta sharma)  research paper published in Science Education International vol.10  34-37 (1999) A new approach to test the useability of a science question paper in terms of time allotment  can be of some insight in this direction.

 r s sindhu

Dear Ellie

The time depends on the music that need to be perform. It should be base on the levels, duration,and number of the song or music need to be perform. Students should be given enough time to study and practice the music before performing for their assessment. Therefore educators should provide the music as early as possible so that the students could manage the time accordingly. Students should also given time to discussed about the music with their teacher. moreover , it is good to encourage students to listen to the recording of the piece. I hope this will helps. Thank you.