We exploit the assignment of exam form in a high-stakes Norwegian high school exam to estimate the impact of exam form on exam results, later school performance, graduation and longer run outcomes. Results indicate that written exams significantly reduce exam grades and reduce the probability of...

Abstract We investigate the consequences of failing a high-stakes exam in Norwegian high schools. Second-year high school students are randomly assigned to either a locally graded oral exam or a centrally graded written exam. Students assigned to written exams consistently receive lower grades...