PT  - JOURNAL ARTICLE
AU  - Bergbauer, Annika B.
AU  - Hanushek, Eric A.
AU  - Woessmann, Ludger
TI  - Testing
AID  - 10.3368/jhr.0520-10886R1
DP  - 2024 Mar 01
TA  - Journal of Human Resources
PG  - 349--388
VI  - 59
IP  - 2
4099  - http://jhr.uwpress.org/content/59/2/349.short
4100  - http://jhr.uwpress.org/content/59/2/349.full
AB  - 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 decisionmakers—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.