Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/185792 
Titel: 
Erscheinungsjahr: 
2018
Schriftenreihe/Nr.: 
Discussion Paper No. 122
Verlag: 
Ludwig-Maximilians-Universität München und Humboldt-Universität zu Berlin, Collaborative Research Center Transregio 190 - Rationality and Competition, München und Berlin
Zusammenfassung: 
We investigate the achievement impact of alternative uses of student assessments. Our dataset covers over 2 million students in 59 countries observed over 6 waves in the international PISA test 2000-2015. Our empirical model exploits the country panel dimension to investigate assessment reforms over time, taking out country and year fixed effects. The expansion of standardized external comparisons, both school-based and student-based, is associated with improvements in student achievement. The effect of school-based comparison is stronger in low-performing countries. By contrast, solely internal testing without external comparison and internal teacher monitoring including inspectorates do not affect student achievement.
Schlagwörter: 
student assessment
testing
accountability
student achievement
international
pisa
JEL: 
I28
H52
L15
D82
P51
Dokumentart: 
Working Paper

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