New study challenges effectiveness of midyear tests in schools amidst national shift away from standardized assessments
Institute for Operations Research and the Management Sciences
New INFORMS Management Science Study Key Takeaways:
- Limited Impact in Low-Performing Schools: When paired with merit-based bonuses, interim assessments rarely improve outcomes in schools starting with low proficiency levels. Exceptions occur when budgets are sufficient to incentivize effort through merit-based bonuses after positive midyear results and positive formative assessment results are either not credible or highly credible.
- Demotivation from Negative Results: Teachers may become demotivated when interim assessments reveal underperformance, reducing their perceived likelihood of earning bonuses and discouraging additional effort.
- Cost-Benefit Concerns: Even “free” interim assessments may burden school budgets due to increased payouts for merit-based rewards, particularly in low-resource settings.
BALTIMORE, MD, February 13, 2025 – As the national conversation around standardized testing intensifies, new research published in the INFORMS journal Management Science raises critical questions about the effectiveness of midyear “interim” assessments in K-12 education. The study highlights significant limitations, particularly in low-performing schools, and suggests that these tests may inadvertently hinder efforts to improve student outcomes.
The study, “Too Much Information: When Does Additional Testing Benefit Schools,” examined the combined use of interim assessments – designed to predict end-of-year standardized test results – and merit-based teacher bonuses aimed at incentivizing student progress. Despite their widespread use and significant investment, the findings suggest these strategies may not consistently deliver the intended benefits.
“Our work uncovered that interim assessments can sometimes demotivate teachers when results indicate students are underperforming,” says Vanitha Virudachalam of the University of Illinois Urbana-Champaign. “In schools that begin the academic year with lower proficiency levels, the combination of these assessments and merit-based pay offers limited benefits unless incentives are well-structured.”
The study also revealed that interim assessments could inadvertently strain school budgets, because increased probabilities of disbursing merit-based rewards may exceed available funds in low-resource districts. In such cases, reallocating resources toward enhancing teacher incentives might yield more impactful results.
“Our research challenges the prevailing assumption that increased testing inherently leads to better educational outcomes,” says Sergei Savin of the University of Pennsylvania. “Without a nuanced and context-specific approach, midyear assessments and merit-based bonuses can inadvertently hinder the objectives they aim to achieve.”
This study contributes to a larger national conversation about the role of standardized testing in education. The recent decision by Massachusetts voters to eliminate standardized test requirements for high school graduation reflects a growing reevaluation of high-stakes assessments.
The findings underscore the need for education policymakers to carefully consider the design, implementation and resource implications of testing programs. By adopting context-sensitive strategies, school districts can better support teachers and students while ensuring that resources are used effectively.
About INFORMS and Management Science
INFORMS is the world’s largest association for professionals and students in operations research, AI, analytics, data science and related disciplines, serving as a global authority in advancing cutting-edge practices and fostering an interdisciplinary community of innovation. Management Science, a leading journal by INFORMS, publishes quantitative research on management practices across organizations. INFORMS empowers its community to improve organizational performance and drive data-driven decision-making through its journals, conferences and resources. Learn more at www.informs.org or @informs.
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