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http://hdl.handle.net/10419/59616
  

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dc.contributor.authorde Carvalho Andrade, Eduardoen_US
dc.contributor.authorDe Castro, Luciano I.en_US
dc.date.accessioned2011-08-04en_US
dc.date.accessioned2012-07-12T12:33:27Z-
dc.date.available2012-07-12T12:33:27Z-
dc.date.issued2011en_US
dc.identifier.urihttp://hdl.handle.net/10419/59616-
dc.description.abstractA parallel of education with transformative processes in standard markets suggest that a more severe control of the quality of the output will improve the overall quality of the education. This paper shows a somehow counterintuitive result: an increase in the exam difficulty may reduce the average quality (productivity) of selected individuals. Since the exam does not verify all skills, when its standard rises, candidates with relatively low skills emphasized in the test and high skills demanded in the job may no longer qualify. Hence, an increase in the testing standard may be counterproductive. One implication is that policies should emphasize alignment between the skills tested and those required in the actual jobs, rather than increase exams' difficulties.en_US
dc.language.isoengen_US
dc.publisherNorthwestern Univ., Kellogg Graduate School of Management, Center for Mathematical Studies in Economics and Management Science Evanstonen_US
dc.relation.ispartofseriesDiscussion Paper, Center for Mathematical Studies in Economics and Management Science 1533en_US
dc.subject.jelI2en_US
dc.subject.jelJ24en_US
dc.subject.ddc330en_US
dc.subject.keywordschool standardsen_US
dc.subject.keywordsignaling modelen_US
dc.subject.keywordcognitive skillsen_US
dc.subject.keywordnon-cognitive skillsen_US
dc.subject.stwBildungsökonomiken_US
dc.subject.stwBildungsabschlussen_US
dc.subject.stwQualifikationen_US
dc.titleTougher educational exam leading to worse selectionen_US
dc.typeWorking Paperen_US
dc.identifier.ppn665460066en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen_US
Appears in Collections:Discussion Papers, Kellogg School of Management, Northwestern University

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