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"Making It Count": Evidence from a Field Study on Assessment Rules, Study Incentives and Student Performance

1st Person: Chevalier, Arnaud
Additional Persons: Dolton, Peter; Lührmann, Melanie
Type of Publication: Paper
Language: English
Published: Institute for the Study of Labor (IZA) 2014
Series: IZA Discussion Papers
Online: https://www.econstor.eu/bitstream/10419/104703/1/dp8582.pdf
id
oai_econstor.eu_10419-104703
recordtype
econstor
institution
MPG
collection
ECONSTOR
title
"Making It Count": Evidence from a Field Study on Assessment Rules, Study Incentives and Student Performance
spellingShingle
"Making It Count": Evidence from a Field Study on Assessment Rules, Study Incentives and Student Performance
Chevalier, Arnaud
IZA Discussion Papers
title_short
"Making It Count": Evidence from a Field Study on Assessment Rules, Study Incentives and Student Performance
title_full
"Making It Count": Evidence from a Field Study on Assessment Rules, Study Incentives and Student Performance
title_fullStr
"Making It Count": Evidence from a Field Study on Assessment Rules, Study Incentives and Student Performance
title_full_unstemmed
"Making It Count": Evidence from a Field Study on Assessment Rules, Study Incentives and Student Performance
title_sort
"Making It Count": Evidence from a Field Study on Assessment Rules, Study Incentives and Student Performance
format
electronic Article
format_phy_str_mv
Paper
publisher
Institute for the Study of Labor (IZA)
publishDate
2014
language
English
author
Chevalier, Arnaud
author2
Dolton, Peter
Lührmann, Melanie
author2Str
Dolton, Peter
Lührmann, Melanie
description
This paper examines a quasi-experiment in which we encourage student effort by setting various weekly incentives to engage in online tests. Our identification strategy exploits i) weekly variation in incentives to determine their impact on student effort, and ii) controlled cross-group variation in assessment weighting. Assessment weighting strongly encourages quiz participation, without displacing effort over the year. We estimate the return to a quiz at around 0.15 of a standard deviation in exam grade. Effort in our study increases most for students at and below median ability, resulting in a reduction of the grade gap by 8%.
url
https://www.econstor.eu/bitstream/10419/104703/1/dp8582.pdf
series
IZA Discussion Papers
seriesStr
IZA Discussion Papers
IZA Discussion Papers
series2
IZA Discussion Papers
series2_facet
IZA Discussion Papers
up_date
2019-08-21T02:50:13.413Z
_version_
1642443129936150529

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