Does more time improve test scores in micro principles?

Abstract

This note reports on an empirical exercise designed to examine the connection between a student's decision on test-taking time and resulting test scores. Based on a small sample of microeconomics principles students observed over several tests, evidence is found supporting a positive impact of added time.

Notes

 It should be acknowledged that the fact that test-taking time is a choice variable to the student, which may depend on unobservable characteristics of the student as well as features of the particular examination, may limit the causal interpretation of time as an input into the ‘production’ of test results.

 With the exception of the small number of students who stayed until the examination was pulled from their hands, the time was chosen by the student and was recorded as they handed their examination in.

 A similar attempt with respect to gender found no evidence of a differential impact of time on test scores.