We show that, when performance on a math test depends on students’ endurance, longer tests do not necessarily provide a more accurate measure of students’ competencies or a higher correlation between the ranking of classes (or schools) based on test performance and the ranking based on the underlying competencies. We revisit the finding that female teenagers are better able to sustain performance during a math test by considering younger pupils, who were tested in Italian primary schools during their second and fifth grade. We find evidence of a gender gap in the ability to sustain performance only in the higher grade, suggesting that this gap develops during primary school.

中文翻译：

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长时间测试的一些令人不快的后果*

我们表明，当数学测试的表现取决于学生的耐力时，较长的测试并不一定能更准确地衡量学生的能力，或者基于测试表现的班级（或学校）排名与排名之间的相关性更高基于基础能力。通过考虑在意大利小学二年级和五年级接受测试的年轻学生，我们重新审视了女性青少年在数学测试中能够更好地保持表现的发现。我们发现仅在高年级维持成绩的能力存在性别差距的证据，表明这种差距在小学期间发展。