Four forms of a 36-item adaptation of the Stanford Achievement Test were administered to 484 fourth graders. External factors potentially influencing test performance were examined, namely: (1) item order (easy-to-difficult vs. uniform); (2) response location (left column vs. right column); (3) handedness which may interact with response location; and (4) sex. The total test score, a speed score, and a speeded items-correct score were the dependent variables. Three univariate 2x4 analyses of variance revealed no significant interaction effects. However, the main effect of sex was significant on all three analyses, boys outperforming girls. On the two speed-related scores, left-handed students and students taking easy-to-difficult forms were superior. The last finding is consistent with previous studies, but the sex and handedness findings were unexpected. If a test is not timed, item order and response location apparently make no difference. In conclusion, teachers constructing power tests should consider factors other than sex or handedness when deciding on order or format. (Author/CP)