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Some Unpleasant Consequences of Testing at Length

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  • Giorgio Brunello
  • Angela Crema
  • Lorenzo Rocco

Abstract

We show that, when performance on a math test depends on students’ endurance, longer tests do not necessarily provide a more accurate measure of students’ competencies or a higher correlation between the ranking of classes (or schools) based on test performance and the ranking based on the underlying competencies. We revisit the finding that female teenagers are better able to sustain performance during a math test by considering younger pupils, who were tested in Italian primary schools during their second and fifth grade. We find evidence of a gender gap in the ability to sustain performance only in the higher grade, suggesting that this gap develops during primary school.

Suggested Citation

  • Giorgio Brunello & Angela Crema & Lorenzo Rocco, 2021. "Some Unpleasant Consequences of Testing at Length," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 83(4), pages 1002-1023, August.
    • Handle: RePEc:bla:obuest:v:83:y:2021:i:4:p:1002-1023
    DOI: 10.1111/obes.12423
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    Cited by:

    1. Maddalena Davoli, 2023. "A, B, or C? Question Format and the Gender Gap in Financial Literacy," Economics of Education Working Paper Series 0206, University of Zurich, Department of Business Administration (IBW).

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    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education

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