Testing

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 decision makers – 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.