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Measuring Knowledge and Learning

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  • James J. Heckman
  • Jin Zhou

Abstract

Empirical studies in the economics of education, the measurement of skill gaps, the impacts of interventions on skill formation, and the value-added literature rely on psychometrically validated test scores. Test scores are taken as measures of an invariant scale of human capital compared over time and people. We examine if conventional skill measures are comparable on mastery of specific task knowledge. An unusually rich dataset from an early childhood intervention is used to test the assumption of scale invariance. We reject the scale invariance hypothesis for multiple skills and cast doubt on the uncritical use of test scores in research.

Suggested Citation

  • James J. Heckman & Jin Zhou, 2022. "Measuring Knowledge and Learning," NBER Working Papers 29990, National Bureau of Economic Research, Inc.
    • Handle: RePEc:nbr:nberwo:29990
    Note: CH ED TWP
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    References listed on IDEAS

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    JEL classification:

    • C81 - Mathematical and Quantitative Methods - - Data Collection and Data Estimation Methodology; Computer Programs - - - Methodology for Collecting, Estimating, and Organizing Microeconomic Data; Data Access
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • J71 - Labor and Demographic Economics - - Labor Discrimination - - - Hiring and Firing

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