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024 8  10.1596/1813-9450-9537 |2doi
035    (The World Bank)9537
035    (CKB)4100000011793266
035    (US-djbf)9537
035    (EXLCZ)994100000011793266
040    DJBF |beng |cDJBF |erda
100 1  de Hoyos, Rafael.
245 10 Do Large-Scale Student Assessments Really Capture Cognitive Skills? / |cRafael de Hoyos.
264  1 Washington, D.C. : |bThe World Bank, |c2021.
300    1 online resource (46 pages)
336    text |btxt |2rdacontent
337    computer |bc |2rdamedia
338    online resource |bcr |2rdacarrier
347    data file |2rda
520 3  This paper studies the relationship between test scores and cognitive skills using two longitudinal data sets that track student performance on a national standardized exam in grades 6, 9, and 12 and post-secondary school outcomes in Mexico. Using a large sample of twins, the analysis finds that primary school test scores are a strong predictor of secondary education outcomes and that this association is mainly driven by the relationship between test scores and cognitive skills, as opposed to family background and other general skills. Using a data set that links results in the national standardized test to later outcomes, the paper finds that secondary school test scores predict university enrollment and hourly wages. These results indicate that, despite their limitations, large-scale student assessments can capture the skills they are meant to measure and can therefore be used to monitor learning in education systems.
650  4 Cognitive Skills
650  4 Education
650  4 Education For All
650  4 Education Quality
650  4 Education Reform and Management
650  4 Effective Schools and Teachers
650  4 National Standardized Exam
650  4 Public Examination System
650  4 Student Assessment
650  4 Student Performance
700 1  Estrada, Richardo.
700 1  Vargas, Maria Jose.
830  0 Policy research working papers.
830  0 World Bank e-Library.
906    BOOK