Scheduled to Gain: Short- and Longer-Run Educational Effects of Examination Scheduling
Peer reviewed, Journal article
Accepted version
Åpne
Permanent lenke
https://hdl.handle.net/11250/2651612Utgivelsesdato
2019Metadata
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Sammendrag
In this paper, I present findings concerning the effect of examination scheduling on high‐stakes exam scores and longer‐run outcomes. I show that random variations in examination schedules, which increase the time students have to prepare, have positive effects on exam scores. The effect is highly concave, and stronger for females and in quantitative subjects. I trace the effects of preparation time into tertiary education outcomes, finding significant effects for female students on the extensive and intensive margins. I show how easily exam scores and, consequently, longer‐run outcomes are affected by a random institutional factor unrelated to student ability.