Work

Cognitive fatigue influences students’ performance on standardized tests

Year: 2016

Type: article

Abstract: Using test data for all children attending Danish public schools between school years 2009/10 and 2012/13, we examine how the time of the test affects performance. Test time is determined by the weekly class schedule and computer availability at the school. We find that, for every hour later in the day, test performance decreases by 0.9% of an SD (95% CI, 0.7-1.0%). However, a 20- to 30-minute break improves average test performance by 1.7% of an SD (95% CI, 1.2-2.2%). These findings have two important policy implications: First, cognitive fatigue should be taken into consideration when deciding on the length of the school day and the frequency and duration of breaks throughout the day. Second, school accountability systems should control for the influence of external factors on test scores.

Source: Proceedings of the National Academy of Sciences

DOI: 10.1073/pnas.1516947113

Authors: Hans Henrik Sievertsen, Francesca Gino, Marco Piovesan

Institutions: Danish National Centre for Social Research, Harvard University, University of Copenhagen

Language: English

Topic: School Choice and Performance

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: bronze

Funder: Danmarks Frie Forskningsfond