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Testing at Length If It Is Cognitive or Non-Cognitive

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  • Brunello, Giorgio

    (University of Padova)

  • Crema, Angela

    (University of Padova)

  • Rocco, Lorenzo

    (University of Padova)

Abstract

Using Italian data on standardized test scores, we show that the substantial heterogeneity in how performance changes with the position of questions can alter the rank of individuals and classes as the length of the test increases. We examine whether decomposing test scores into initial performance and performance decline allows to separate the influence of cognitive and non-cognitive skills and find that our measure of cognitive skills – the math grade before the test – not only has a dominant influence on initial performance but also affects substantially performance decline.

Suggested Citation

  • Brunello, Giorgio & Crema, Angela & Rocco, Lorenzo, 2018. "Testing at Length If It Is Cognitive or Non-Cognitive," IZA Discussion Papers 11603, Institute of Labor Economics (IZA).
    • Handle: RePEc:iza:izadps:dp11603
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    References listed on IDEAS

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    Cited by:

    1. Marianna Battaglia & Marisa Hidalgo-Hidalgo, 2020. "Non-Cognitive Skills and Remedial Education: Good News for Girls," Working Papers 20.10, Universidad Pablo de Olavide, Department of Economics.
    2. Francesca Borgonovi & Alessandro Ferrara & Mario Piacentini, 2020. "From asking to observing. Behavioural measures of socio-emotional and motivational skills in large-scale assessments," DoQSS Working Papers 20-19, Quantitative Social Science - UCL Social Research Institute, University College London.

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    More about this item

    Keywords

    cognitive and non-cognitive skills; position of questions; low stake tests; Italy;
    All these keywords.

    JEL classification:

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

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