Cognitive Fatigue Influences Students’ Performance on Standardized Tests

Hans Henrik Sievertsen; Francesca Gino; Marco Piovesan

doi:10.1073/pnas.1516947113

Cognitive Fatigue Influences Students’ Performance on Standardized Tests

Hans Henrik Sievertsen, Francesca Gino, Marco Piovesan

50 Citationer (Scopus)

111 Downloads (Pure)

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.

Originalsprog	Engelsk
Tidsskrift	Proceedings of the National Academy of Sciences USA (PNAS)
Vol/bind	113
Udgave nummer	10
Antal sider	4
ISSN	0027-8424
DOI	https://doi.org/10.1073/pnas.1516947113
Status	Udgivet - 8 mar. 2016

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AU - Piovesan, Marco

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Cognitive Fatigue Influences Students’ Performance on Standardized Tests

Abstract

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