The Time of Day and High-Stake Cognitive Assessments^[1] publication, from the Economic Journal of the Royal Economic Society, found that students' performance follows an inverse U-shaped pattern throughout the day. So, this means that student performance is lowest at the beginning of the day, around 9 a.m., peaks in the early afternoon, around 1:30 p.m., and declines again to lower levels by late afternoon, around 4:30 p.m., reflecting circadian rhythms. The study also found that students taking exams in January, when there is less sunlight, are more positively impacted compared to those taking exams in May or June. In addition to the timing within a day or year, the frequency of such assessments and the length of the assessment windows are also important decisions that define how often and over what period assessments should be administered. 

These findings and practical considerations have direct implications for policymakers and assessment organizations, highlighting the importance of scheduling exams during students' cognitive peak times, accounting for seasonal variations, aligning with assessment objectives (diagnostic, formative, interim, or summative), and determining appropriate assessment frequency and windows, potentially leveraging technology.

This article explores the importance of timing in assessments, highlighting its impact on students, teachers, and the broader educational ecosystem.

Optimal Timing in Assessment Scheduling

Optimal timing for assessments involves scheduling formative, summative, diagnostic, and interim assessments to align with their purposes. Formative assessments work best after new material is taught for immediate feedback, while summative assessments should conclude a term or year to measure mastery. Diagnostic assessments at the start of a course identify prior knowledge, and interim assessments spaced evenly track progress. 

Traditionally, the optimal timing for assessment delivery depends on several factors, including students' readiness based on the coverage of taught material and the timeline required for teachers to review and provide feedback on learning progressions. However, the specific timing of these assessments within the day has not been thoroughly investigated to determine whether it significantly impacts outcomes.

Recent research on student performance being  affected by time of assessment identifies the difference of performance as outlined in circadian rhythm. A concept known as circadian rhythm describes the different levels of human performance throughout the day. There are particular times, like when one is most attentive, well-coordinated, or has the fastest reaction time, that affect the measurement of cognitive abilities, so choosing the hours at which to administer assessments could also be taken into consideration. Aligning assessment timing with circadian rhythms could potentially be considered in the scheduling of different types of assessments around peak cognitive periods, as illustrated in the proposed table below:

Traditional and Modified Assessment Timing Table

This proposed table could encourage assessment organizations and policymakers to consider students' natural rhythms while also helping optimize students' performance, ultimately supporting learning and reducing stress.

Technology and Policy: Advancing Timing in Assessments

Timing in assessment is a decisive point in both assessment delivery and the broader educational cycle, requiring policies that integrate current practices and utilize technological advancements to create a student-centered testing environment. Policymakers and assessment bodies may begin exploring student performance improvement by aligning assessment schedules with circadian rhythms, aiming to schedule exams during peak cognitive performance periods, such as late morning for formative assessments and early afternoon for summative and interim assessments. Additionally, recognizing the impact of seasonal variations, such as reduced sunlight during winter months, can guide the scheduling of high-stakes exams in seasons that better support student well-being and performance. The first scenario addresses challenges in assessment timing, while the following two provide a forward-looking perspective to help readers understand the significance of timing considerations in the assessment industry.

Scenario 1: Balancing Priorities in Exam Scheduling

In the context of the student readiness perception case from Azerbaijan, a school-leaving exam, typically administered as a summative assessment at the end of the graduation year, was rescheduled two months earlier to accommodate the timing of other national exams. This decision led to public outcry from parents and students concerned about curriculum misalignment and inadequate preparation time. Despite multiple press releases from the national exam body assuring that the exam would not include topics originally planned for later in the school year, the timing change highlighted the need for clearer communication, better curriculum alignment, and greater flexibility in scheduling to reduce stress and address stakeholder concerns.

Scenario 2: Seasonal Scheduling for National Exams

A national assessment board decided to shift its major high-stakes exams, traditionally held in summer, to different times of the year balancing frequency and flexibility in assessment scheduling after reviewing data on seasonal variations in student performance. The board uses technology to model potential outcomes, factoring in variables such as daylight hours, average attendance rates, and cognitive performance studies. By implementing this policy, the board makes sure that exams occur in a season/s in a province conducive to higher student performance, while adaptive scheduling tools are used to mitigate any logistical challenges, such as overlapping with other assessments.

Scenario 3: Adaptive Scheduling for Cognitive Peak Times

Imagine a school district implementing a policy requiring all high-stakes exams to align with students' cognitive peak times. Using an adaptive scheduling platform, the district analyzes circadian rhythm data to determine that early afternoon is optimal for most students. The platform dynamically schedules exams across different time slots to accommodate variations in student performance trends while balancing logistical constraints. This delivery approach boosts overall performance while also supporting students with specific needs, such as accommodating those with morning-alertness preferences.

To summarize, the first two scenarios offer complementary traditional and futuristic perspectives on assessment timing, while the final scenario provides a more detailed approach to scheduling exams, all aimed at supporting student assessment environments.

Optimizing Assessment Timing for Student Success

In conclusion, implementing student-supported assessment policies requires accounting for circadian rhythms and other aspects of assessment timing and integrating technology, such as adaptive scheduling platforms that analyze circadian data, seasonal trends, and student-specific needs to recommend optimal assessment times throughout the year and day, as needed. Dynamic online platforms could easily offer flexible scheduling with consideration of circadian rhythms and assessment windows, accommodating diverse student needs, such as extended testing durations or alternative schedules. Additionally, real-time feedback from student reporting systems integrated with the delivery platform supports formative assessments by facilitating immediate instructional adjustments. Scenarios such as the challenging timing dilemmas in scheduling, cognitive peak scheduling, and seasonal adjustments for national exams demonstrate how thoughtful policies can enhance equity, efficiency, and student success. By integrating current practices with innovative technologies, stakeholders can create assessment environments that support students in achieving their best performance and optimal learning outcomes.

References

[1]  https://academic.oup.com/ej/article-abstract/133/652/1407/6888010?redirectedFrom=fulltext

About the Author

Vali Huseyn is an educational assessment specialist, recognized for his expertise in development projects of various aspects of the assessment cycle. His capability to advise on the improvement of assessment delivery models, administration of different levels of assessments, innovation within data analytics, and creation of quick, secure reporting techniques sets him apart in the field. His work, expanded by collaborations with leading assessment technology firms and certification bodies, has greatly advanced his community's assessment practices. At The State Examination Centre of Azerbaijan, Vali significantly contributed to the transformations of local assessments and led key regional projects, such as unified registration and tracking platform of international testing programs, reviews of CEFR-aligned language assessments, PISA-supported assessment literacy trainings, and the institutional audit project, all aimed at improving the assessment culture across the country and former USSR region. 

Vali has received two prestigious scholarships for his studies: he completed an MA in Education Policy Planning and Administration at Boston University on a Fulbright Scholarship and also studied Educational Assessment at Durham University on a Chevening Scholarship.

Discover guided practices in modernizing assessments and gain insights into the future of educational assessments by connecting with Vali on LinkedIn.

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