| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w25305 |
| 来源ID | Working Paper 25305 |
| Testing, Stress, and Performance: How Students Respond Physiologically to High-Stakes Testing | |
| Jennifer A. Heissel; Emma K. Adam; Jennifer L. Doleac; David N. Figlio; Jonathan Meer | |
| 发表日期 | 2018-12-03 |
| 出版年 | 2018 |
| 语种 | 英语 |
| 摘要 | A potential contributor to socioeconomic disparities in academic performance is the difference in the level of stress experienced by students outside of school. Chronic stress – due to neighborhood violence, poverty, or family instability – can affect how individuals’ bodies respond to stressors in general, including the stress of standardized testing. This, in turn, can affect whether performance on standardized tests is a valid measure of students’ actual ability. We collect data on students’ stress responses using cortisol samples provided by low-income students in New Orleans. We measure how their cortisol patterns change during high-stakes testing weeks relative to baseline weeks. We find that high-stakes testing does affect cortisol responses, and those responses have consequences for test performance. Those who responded most strongly – with either a large increase or large decrease in cortisol – scored 0.40 standard deviations lower than expected on the on the high-stakes exam. |
| 主题 | Health, Education, and Welfare ; Education |
| URL | https://www.nber.org/papers/w25305 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/582979 |
| 推荐引用方式 GB/T 7714 | Jennifer A. Heissel,Emma K. Adam,Jennifer L. Doleac,et al. Testing, Stress, and Performance: How Students Respond Physiologically to High-Stakes Testing. 2018. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w25305.pdf（305KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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