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Testing

Author

Listed:
  • Annika B. Bergbauer
  • Eric A. Hanushek
  • Ludger Woessmann

Abstract

The significant expansion of student testing has not generally been linked to educational outcomes. We investigate how different testing regimes—providing varying information to parents, teachers, and decisionmakers—relate to student achievement. We exploit PISA data for two million students in 59 countries observed from 2000–2015. Removing country and year fixed effects, we investigate how testing reforms affect country performance. In low- and medium-performing countries, more standardized testing is associated with higher student achievement, while added internal reporting and teacher monitoring are not. But, in high-performing countries, expansion of standardized internal testing and teacher monitoring appears harmful.

Suggested Citation

  • Annika B. Bergbauer & Eric A. Hanushek & Ludger Woessmann, 2024. "Testing," Journal of Human Resources, University of Wisconsin Press, vol. 59(2), pages 349-388.
    • Handle: RePEc:uwp:jhriss:v:59:y:2024:i:2:p:349-388
    Note: DOI: https://doi.org/10.3368/jhr.0520-10886R1
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    More about this item

    JEL classification:

    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • H52 - Public Economics - - National Government Expenditures and Related Policies - - - Government Expenditures and Education
    • L15 - Industrial Organization - - Market Structure, Firm Strategy, and Market Performance - - - Information and Product Quality
    • D82 - Microeconomics - - Information, Knowledge, and Uncertainty - - - Asymmetric and Private Information; Mechanism Design
    • P51 - Political Economy and Comparative Economic Systems - - Comparative Economic Systems - - - Comparative Analysis of Economic Systems

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