Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/185063 
Year of Publication: 
2018
Series/Report no.: 
IZA Discussion Papers No. 11603
Publisher: 
Institute of Labor Economics (IZA), Bonn
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.
Subjects: 
low stake tests
position of questions
cognitive and non-cognitive skills
Italy
JEL: 
I21
Document Type: 
Working Paper

Files in This Item:
File
Size
538.73 kB





Items in EconStor are protected by copyright, with all rights reserved, unless otherwise indicated.