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Testing at Length If It Is Cognitive or Non-Cognitive

Author

Listed:
  • 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 for the Study of Labor (IZA).
  • Handle: RePEc:iza:izadps:dp11603
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    References listed on IDEAS

    as
    1. Bertoni, Marco & Brunello, Giorgio & Rocco, Lorenzo, 2013. "When the cat is near, the mice won't play: The effect of external examiners in Italian schools," Journal of Public Economics, Elsevier, vol. 104(C), pages 65-77.
    2. Nizalova Olena Y. & Murtazashvili Irina, 2016. "Exogenous Treatment and Endogenous Factors: Vanishing of Omitted Variable Bias on the Interaction Term," Journal of Econometric Methods, De Gruyter, vol. 5(1), pages 71-77, January.
    3. Pope, Devin G. & Fillmore, Ian, 2015. "The impact of time between cognitive tasks on performance: Evidence from advanced placement exams," Economics of Education Review, Elsevier, vol. 48(C), pages 30-40.
    4. Nyhus, Ellen K. & Pons, Empar, 2005. "The effects of personality on earnings," Journal of Economic Psychology, Elsevier, vol. 26(3), pages 363-384, June.
    5. Carmit Segal, 2012. "Working When No One Is Watching: Motivation, Test Scores, and Economic Success," Management Science, INFORMS, vol. 58(8), pages 1438-1457, August.
    6. repec:eee:ecoedu:v:63:y:2018:i:c:p:134-153 is not listed on IDEAS
    7. repec:eee:ecoedu:v:62:y:2018:i:c:p:230-253 is not listed on IDEAS
    8. Rodríguez-Planas, Núria & Nollenberger, Natalia, 2018. "Let the girls learn! It is not only about math … it's about gender social norms," Economics of Education Review, Elsevier, vol. 62(C), pages 230-253.
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    More about this item

    Keywords

    low stake tests; position of questions; cognitive and non-cognitive skills; Italy;

    JEL classification:

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

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