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Student performance at university is a strong determinant of individual decisions and future outcomes, most notably labour opportunities. Although published studies have found gender differences in student performance in response to pressure, little is known about such differences when university students are exposed to test pressure. Based on field data, this study aims to examine gender differences in student academic performance in response to different levels of pressure when sitting multiple choice tests, a frequently employed exam format at university. To do so, the introduction of continuous assessment in the evaluation system of a university course allows us to exploit a unique quasi-experimental set up in which the same students take similar tests throughout the course but under different levels of pressure. Exploiting two data structures—namely, pooled cross-sections and panel data—we find that male students outperform their female counterparts when under high pressure. However, in low test pressure scenarios the gender gap is narrowed and even reversed in favour of female students. Finally, we analyse the mechanisms responsible for the gender gap by studying how each gender responds to test pressure, and by studying gender differences when omitting test items on multiple choice formats.

Gender Differences Under Test Pressure and Their Impact on Academic Performance: A Quasi-Experimental Design