Can testing improve student learning? An evaluation of the mathematics diagnostic testing project

Julian R. Betts, Youjin Hahn, Andrew C. Zau

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Unlike state-mandated achievement tests, tests from the Mathematics Diagnostic Testing Project (MDTP) offer teachers timely and detailed feedback on their students’ achievement. We identify the effects of providing feedback on student outcomes by using data from the San Diego Unified School District, a large urban school district where mandatory diagnostic tests in mathematics were implemented to some grades between 6 and 9 during 1999 and 2006. These diagnostic tests offer teachers timely and detailed feedback on their students’ achievement. We find that providing diagnostic feedback improves math test scores by roughly 0.1 standard deviations. We do not find significant differences in the effect based on students’ prior math achievement.

Original languageEnglish
Pages (from-to)54-64
Number of pages11
JournalJournal of Urban Economics
Volume100
DOIs
Publication statusPublished - 2017 Jul 1

Fingerprint

mathematics
diagnostic
student
learning
evaluation
district
achievement test
teacher
school
project
test
Evaluation
Diagnostics
Mathematics
Student learning
Testing
Diagnostic tests
Student achievement
School districts
effect

All Science Journal Classification (ASJC) codes

  • Economics and Econometrics
  • Urban Studies

Cite this

@article{f3e6de2f7d3f42ec87acafa50061f0dd,
title = "Can testing improve student learning? An evaluation of the mathematics diagnostic testing project",
abstract = "Unlike state-mandated achievement tests, tests from the Mathematics Diagnostic Testing Project (MDTP) offer teachers timely and detailed feedback on their students’ achievement. We identify the effects of providing feedback on student outcomes by using data from the San Diego Unified School District, a large urban school district where mandatory diagnostic tests in mathematics were implemented to some grades between 6 and 9 during 1999 and 2006. These diagnostic tests offer teachers timely and detailed feedback on their students’ achievement. We find that providing diagnostic feedback improves math test scores by roughly 0.1 standard deviations. We do not find significant differences in the effect based on students’ prior math achievement.",
author = "Betts, {Julian R.} and Youjin Hahn and Zau, {Andrew C.}",
year = "2017",
month = "7",
day = "1",
doi = "10.1016/j.jue.2017.04.003",
language = "English",
volume = "100",
pages = "54--64",
journal = "Journal of Urban Economics",
issn = "0094-1190",
publisher = "Academic Press Inc.",

}

Can testing improve student learning? An evaluation of the mathematics diagnostic testing project. / Betts, Julian R.; Hahn, Youjin; Zau, Andrew C.

In: Journal of Urban Economics, Vol. 100, 01.07.2017, p. 54-64.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Can testing improve student learning? An evaluation of the mathematics diagnostic testing project

AU - Betts, Julian R.

AU - Hahn, Youjin

AU - Zau, Andrew C.

PY - 2017/7/1

Y1 - 2017/7/1

N2 - Unlike state-mandated achievement tests, tests from the Mathematics Diagnostic Testing Project (MDTP) offer teachers timely and detailed feedback on their students’ achievement. We identify the effects of providing feedback on student outcomes by using data from the San Diego Unified School District, a large urban school district where mandatory diagnostic tests in mathematics were implemented to some grades between 6 and 9 during 1999 and 2006. These diagnostic tests offer teachers timely and detailed feedback on their students’ achievement. We find that providing diagnostic feedback improves math test scores by roughly 0.1 standard deviations. We do not find significant differences in the effect based on students’ prior math achievement.

AB - Unlike state-mandated achievement tests, tests from the Mathematics Diagnostic Testing Project (MDTP) offer teachers timely and detailed feedback on their students’ achievement. We identify the effects of providing feedback on student outcomes by using data from the San Diego Unified School District, a large urban school district where mandatory diagnostic tests in mathematics were implemented to some grades between 6 and 9 during 1999 and 2006. These diagnostic tests offer teachers timely and detailed feedback on their students’ achievement. We find that providing diagnostic feedback improves math test scores by roughly 0.1 standard deviations. We do not find significant differences in the effect based on students’ prior math achievement.

UR - http://www.scopus.com/inward/record.url?scp=85019105729&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85019105729&partnerID=8YFLogxK

U2 - 10.1016/j.jue.2017.04.003

DO - 10.1016/j.jue.2017.04.003

M3 - Article

AN - SCOPUS:85019105729

VL - 100

SP - 54

EP - 64

JO - Journal of Urban Economics

JF - Journal of Urban Economics

SN - 0094-1190

ER -