This evidence-based practice paper explores the relationship between the performance on an untimed exam and performance on other course metrics including later timed exams in an introductory computer programming course. Background Introduction to computer programming courses are often viewed as being exceptionally hard for most engineering students not explicitly pursuing careers as professional programmers. The combination of the breadth of material, the complexity of that material, and students' relative unfamiliarity with the material makes it exceptionally difficult to give a proctored exam during a traditional class period. Students frequently complain that they understood the material but needed additional time to complete exams. Purpose (Hypothesis) The purpose of this research is to explore the relationship between time needed to complete the exam and overall course performance. The hypothesis was that additional exam time is of little relevance-students who know the material do better on the exam than students who don't know the material as well, regardless of the amount of time available.
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