title: Cognitive fatigue influences students' performance on standardized tests.
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.
authors.affiliation: The Danish National Centre for Social Research, 1052 Copenhagen, Denmark;
authors.forename: Hans Henrik
authors.initials: HH
authors.lastname: Sievertsen
authors.affiliation: Harvard Business School, Harvard University, Boston, MA 02163; fgino@hbs.edu.
authors.forename: Francesca
authors.initials: F
authors.lastname: Gino
authors.affiliation: Department of Economics, University of Copenhagen, 1353 Copenhagen, Denmark.
authors.forename: Marco
authors.initials: M
authors.lastname: Piovesan
mesh_terms: D000124:Achievement; D000465:Algorithms; D002648:Child; D003071:Cognition / Q000502:physiology*; D003718:Denmark; D004521:Educational Measurement / Q000379:methods* / Q000706:statistics & numerical data; D006801:Humans; D007858:Learning / Q000502:physiology; D005222:Mental Fatigue / Q000503:physiopathology*; D008962:Models, Theoretical; D012574:Schools; D013334:Students / Q000706:statistics & numerical data
keywords: breaks; cognitive fatigue; education; standardized tests; time of day