Score contribution per author:
α: calibrated so average coauthorship-adjusted count equals average raw count
Abstract Should young children be tested? Proponents view early testing as a necessary instrument for early targeting. Others consider it detrimental to child mental health and with little impact on educational performance. We exploit variation in low-stakes test-taking in mathematics amongst primary school children in Norway, traditionally a low-testing environment. We examine the introduction of difficult mathematics tests. These tests were introduced to provide information for a larger randomised controlled trial (RCT) in Norwegian primary schools. We demonstrate zero effects of testing exposure on educational attainment, but evidence of heterogenous effects across gender and educational background of children. We find no negative effects on student welfare, but testing improves student perceptions of teaching practices, feedback and engagement.