Does Rank-Order Grading Improve Student Performance? Evidence from a Classroom Experiment
AbstractThis paper reports results from a unique classroom experiment that explored the potential of using rank-order grading to improve student performance and learning. Findings suggest that student performance is significantly improved when facing a grading system based on student ranking (norm-reference grading) rather than performance standards (criterion-reference grading). The improved outcomes from rank-order grading largely arise among the high performers, but not at the expense of low performers. Results indicate rank-ordering may eliminate the incentive for high performing students to "stop" once they achieve a stated objective, while not diminishing the incentive for lower performing students.
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Bibliographic InfoArticle provided by Economics Network, University of Bristol in its journal International Review of Economics Education.
Volume (Year): 4 (2005)
Issue (Month): 1 ()
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Postal: University of Bristol, BS8 1HH, United Kingdom
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Web page: http://www.economicsnetwork.ac.uk/iree
Other versions of this item:
- Todd L. Cherry & Larry Ellis, 2004. "Does Rank-Order Grading Improve Student Performance: Evidence from a Classroom Experiment," Working Papers 04-03, Department of Economics, Appalachian State University.
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- Lester Hadsell & Raymond MacDermott, 2012. "Faculty Perceptions of Grades: Results from a National Survey of Economics Faculty," International Review of Economic Education, Economics Network, University of Bristol, vol. 11(1), pages 16-35.
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