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Do timing and reference frame of feedback influence high-stakes educational outcomes?

Author

Listed:
  • Fischer, Mira
  • Wagner, Valentin

Abstract

In a field experiment with fifth and sixth graders in secondary schools, students received feedback about their rank level or the change in their rank in math either a few days or immediately before the school year’s final math exam. Early feedback overall enhances exam performance while late feedback worsens it. We find this pattern to hold for level feedback in general and for change feedback when negative. Heterogeneity analyses suggest the effects are mostly driven by boys, who also negatively update ability beliefs in response to feedback.

Suggested Citation

  • Fischer, Mira & Wagner, Valentin, 2023. "Do timing and reference frame of feedback influence high-stakes educational outcomes?," Economics of Education Review, Elsevier, vol. 94(C).
    • Handle: RePEc:eee:ecoedu:v:94:y:2023:i:c:s0272775723000262
    DOI: 10.1016/j.econedurev.2023.102379
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    Citations

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    Cited by:

    1. Raphael Brade & Oliver Himmler & Robert Jaeckle, 2023. "Relative Performance Feedback and Long-Term Tasks – Experimental Evidence from Higher Education," CESifo Working Paper Series 10346, CESifo.
    2. Hermes, Henning & Huschens, Martin & Rothlauf, Franz & Schunk, Daniel, 2021. "Motivating low-achievers—Relative performance feedback in primary schools," Journal of Economic Behavior & Organization, Elsevier, vol. 187(C), pages 45-59.

    More about this item

    Keywords

    Timing of feedback; Level feedback; Change feedback; High-stakes outcomes; Education;
    All these keywords.

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • D83 - Microeconomics - - Information, Knowledge, and Uncertainty - - - Search; Learning; Information and Knowledge; Communication; Belief; Unawareness
    • C93 - Mathematical and Quantitative Methods - - Design of Experiments - - - Field Experiments

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