Can testing improve student learning? An evaluation of the mathematics diagnostic testing project
Julian R. Betts,
Youjin Hahn () and
Andrew C. Zau
Journal of Urban Economics, 2017, vol. 100, issue C, 54-64
Unlike state-mandated achievement tests, tests from the Mathematics Diagnostic Testing Project (MDTP) offer teachers timely and detailed feedback on their students’ achievement. We identify the effects of providing feedback on student outcomes by using data from the San Diego Unified School District, a large urban school district where mandatory diagnostic tests in mathematics were implemented to some grades between 6 and 9 during 1999 and 2006. These diagnostic tests offer teachers timely and detailed feedback on their students’ achievement. We find that providing diagnostic feedback improves math test scores by roughly 0.1 standard deviations. We do not find significant differences in the effect based on students’ prior math achievement.
Keywords: Diagnostic testing; Mathematics; Education; Feedback; Accountability (search for similar items in EconPapers)
JEL-codes: I21 (search for similar items in EconPapers)
References: View references in EconPapers View complete reference list from CitEc
Citations: Track citations by RSS feed
Downloads: (external link)
Full text for ScienceDirect subscribers only
Working Paper: Can Testing Improve Student Learning? An Evaluation of the Mathematics Diagnostic Testing Project (2015)
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: https://EconPapers.repec.org/RePEc:eee:juecon:v:100:y:2017:i:c:p:54-64
Access Statistics for this article
Journal of Urban Economics is currently edited by S.S. Rosenthal and W.C. Strange
More articles in Journal of Urban Economics from Elsevier
Bibliographic data for series maintained by Catherine Liu ().