Cognitive Fatigue Influences Students' Performance on Standardized Tests

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Standard

Cognitive Fatigue Influences Students' Performance on Standardized Tests. / Sievertsen, Hans Henrik; Gino, Francesca; Piovesan, Marco.

I: Proceedings of the National Academy of Sciences USA (PNAS), Bind 113, Nr. 10, 15.01.2016, s. 2621-2624.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Sievertsen, HH, Gino, F & Piovesan, M 2016, 'Cognitive Fatigue Influences Students' Performance on Standardized Tests', Proceedings of the National Academy of Sciences USA (PNAS), bind 113, nr. 10, s. 2621-2624. https://doi.org/10.1073/pnas.1516947113

APA

Sievertsen, H. H., Gino, F., & Piovesan, M. (2016). Cognitive Fatigue Influences Students' Performance on Standardized Tests. Proceedings of the National Academy of Sciences USA (PNAS), 113(10), 2621-2624. https://doi.org/10.1073/pnas.1516947113

Vancouver

Sievertsen HH, Gino F, Piovesan M. Cognitive Fatigue Influences Students' Performance on Standardized Tests. Proceedings of the National Academy of Sciences USA (PNAS). 2016 jan. 15;113(10):2621-2624. https://doi.org/10.1073/pnas.1516947113

Author

Sievertsen, Hans Henrik ; Gino, Francesca ; Piovesan, Marco. / Cognitive Fatigue Influences Students' Performance on Standardized Tests. I: Proceedings of the National Academy of Sciences USA (PNAS). 2016 ; Bind 113, Nr. 10. s. 2621-2624.

Bibtex

@article{26c64c0104d446d3a1721df0cd6df1a6,
title = "Cognitive Fatigue Influences Students' Performance on Standardized Tests",
abstract = "Using test data for all children attending Danish public schools betweenschool years 2009/10 and 2012/13, we examine how the time of the testaffects performance. Test time is determined by the weekly classschedule and computer availability at the school. We find that, forevery 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 averagetest performance by 1.7% of an SD (95% CI, 1.2-2.2%). These findingshave two important policy implications: First, cognitive fatigue shouldbe taken into consideration when deciding on the length of the schoolday and the frequency and duration of breaks throughout the day. Second,school accountability systems should control for the influence ofexternal factors on test scores.",
author = "Sievertsen, {Hans Henrik} and Francesca Gino and Marco Piovesan",
year = "2016",
month = jan,
day = "15",
doi = "10.1073/pnas.1516947113",
language = "English",
volume = "113",
pages = "2621--2624",
journal = "Proceedings of the National Academy of Sciences of the United States of America",
issn = "0027-8424",
publisher = "The National Academy of Sciences of the United States of America",
number = "10",

}

RIS

TY - JOUR

T1 - Cognitive Fatigue Influences Students' Performance on Standardized Tests

AU - Sievertsen, Hans Henrik

AU - Gino, Francesca

AU - Piovesan, Marco

PY - 2016/1/15

Y1 - 2016/1/15

N2 - Using test data for all children attending Danish public schools betweenschool years 2009/10 and 2012/13, we examine how the time of the testaffects performance. Test time is determined by the weekly classschedule and computer availability at the school. We find that, forevery 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 averagetest performance by 1.7% of an SD (95% CI, 1.2-2.2%). These findingshave two important policy implications: First, cognitive fatigue shouldbe taken into consideration when deciding on the length of the schoolday and the frequency and duration of breaks throughout the day. Second,school accountability systems should control for the influence ofexternal factors on test scores.

AB - Using test data for all children attending Danish public schools betweenschool years 2009/10 and 2012/13, we examine how the time of the testaffects performance. Test time is determined by the weekly classschedule and computer availability at the school. We find that, forevery 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 averagetest performance by 1.7% of an SD (95% CI, 1.2-2.2%). These findingshave two important policy implications: First, cognitive fatigue shouldbe taken into consideration when deciding on the length of the schoolday and the frequency and duration of breaks throughout the day. Second,school accountability systems should control for the influence ofexternal factors on test scores.

U2 - 10.1073/pnas.1516947113

DO - 10.1073/pnas.1516947113

M3 - Journal article

C2 - 26884183

VL - 113

SP - 2621

EP - 2624

JO - Proceedings of the National Academy of Sciences of the United States of America

JF - Proceedings of the National Academy of Sciences of the United States of America

SN - 0027-8424

IS - 10

ER -

ID: 153737235