Does testing young children influence educational attainment and wellbeing?
利用挪威小学数学低风险测试的变异，研究发现测试对教育成就无显著影响，但存在性别和家庭背景的异质性效应，且测试改善了学生对教学实践的感知。
Abstract Should young children be tested? Proponents view early testing as a necessary instrument for early targeting. Others consider it detrimental to child mental health and with little impact on educational performance. We exploit variation in low-stakes test-taking in mathematics amongst primary school children in Norway, traditionally a low-testing environment. We examine the introduction of difficult mathematics tests. These tests were introduced to provide information for a larger randomised controlled trial (RCT) in Norwegian primary schools. We demonstrate zero effects of testing exposure on educational attainment, but evidence of heterogenous effects across gender and educational background of children. We find no negative effects on student welfare, but testing improves student perceptions of teaching practices, feedback and engagement.