Cognitive fatigue influences students' performance on standardized tests
Cognitive fatigue influences students' performance on standardized tests
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DOI：
10.1073/pnas.1516947113
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发表时间：
2016-03-08
影响因子：
11.1
通讯作者：
Piovesan, Marco
中科院分区：
文献类型：
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作者：
Sievertsen, Hans Henrik;Gino, Francesca;Piovesan, Marco
利用2009/10学年至2012/13学年在丹麦公立学校就读的所有儿童的考试数据，我们研究了考试时间对成绩的影响。考试时间由每周的课程安排和学校的电脑可用性决定。我们发现，一天中每晚一个小时，测试性能下降0.9%的SD （95% CI, 0.7-1.0%）。然而，20- 30分钟的休息可使平均测试性能提高1.7%的SD （95% CI, 1.2-2.2%）。这些发现有两个重要的政策意义：首先，在决定上学时间的长短以及一天中休息的频率和持续时间时，应该考虑到认知疲劳。其次，学校问责制应该控制外部因素对考试成绩的影响。
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.