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Scheduled to Gain: Short‐ and Longer‐Run Educational Effects of Examination Scheduling

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  • Simon Søbstad Bensnes

Abstract

In this paper, I present findings concerning the effect of examination scheduling on high‐stakes exam scores and longer‐run outcomes. I show that random variations in examination schedules, which increase the time students have to prepare, have positive effects on exam scores. The effect is highly concave, and stronger for females and in quantitative subjects. I trace the effects of preparation time into tertiary education outcomes, finding significant effects for female students on the extensive and intensive margins. I show how easily exam scores and, consequently, longer‐run outcomes are affected by a random institutional factor unrelated to student ability.

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  • Simon Søbstad Bensnes, 2020. "Scheduled to Gain: Short‐ and Longer‐Run Educational Effects of Examination Scheduling," Scandinavian Journal of Economics, Wiley Blackwell, vol. 122(3), pages 879-910, July.
    • Handle: RePEc:bla:scandj:v:122:y:2020:i:3:p:879-910
    DOI: 10.1111/sjoe.12363
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    References listed on IDEAS

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    Cited by:

    1. Fanny Landaud & Éric Maurin & Barton Willage & Alexander L.P. Willén, 2022. "Getting Lucky: The Long-Term Consequences of Exam Luck," CESifo Working Paper Series 9570, CESifo.
    2. Martin Eckhoff Andresen & Sturla A. Løkken, 2019. "High school dropout for marginal students. Evidence from randomized exam form," Discussion Papers 894, Statistics Norway, Research Department.
    3. Andresen, Martin Eckhoff & Løkken, Sturla Andreas, 2020. "The Final straw: High school dropout for marginal students," MPRA Paper 106265, University Library of Munich, Germany.

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