Testing

Annika B. Bergbauer, Eric Hanushek and Ludger Woessmann

Journal of Human Resources, 2024, vol. 59, issue 2, 349-388

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.

JEL-codes: D82 H52 I28 L15 P51 (search for similar items in EconPapers)
Date: 2024
Note: DOI: https://doi.org/10.3368/jhr.0520-10886R1
References: Add references at CitEc
Citations:

Downloads: (external link)
http://jhr.uwpress.org/cgi/reprint/59/2/349
A subscription is required to access pdf files. Pay per article is available.

Related works:
Working Paper: Testing (2018)
Working Paper: Testing (2018)
Working Paper: Testing (2018)
Working Paper: Testing (2018)
Working Paper: Testing (2018)
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:uwp:jhriss:v:59:y:2024:i:2:p:349-388

Access Statistics for this article

More articles in Journal of Human Resources from University of Wisconsin Press
Bibliographic data for series maintained by ().