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Do the teachers' grading practices affect student achievement?

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Abstract

The present paper explores empirically the relationship between teacher grading and student achievement. The hypothesis is that the teachers can manipulate student effort, and hence student achievement, by choosing the proper grading practices. The grading model is analogous to a labor supply model, where the teachers can set the marginal returns to achievement or determine the grade level that is independent of real achievement. The empirical analysis shows that grading differences in the lower secondary school in Norway are much like differences in non-labor income and, further, that students who are exposed to hard grading perform significantly better than other students.

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Publisher Info
Article provided by Taylor and Francis Journals in its journal Education Economics.

Volume (Year): 12 (2004)
Issue (Month): 2 (August)
Pages: 151-167
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Handle: RePEc:taf:edecon:v:12:y:2004:i:2:p:151-167

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Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:

  1. Becker, W. & Rosen, S., 1990. "The Learning Effect Of Assessment And Evaluation In High School," University of Chicago - Economics Research Center 90-7, Chicago - Economics Research Center.
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  2. Figlio, David N. & Lucas, Maurice E., 2004. "Do high grading standards affect student performance?," Journal of Public Economics, Elsevier, vol. 88(9-10), pages 1815-1834, August. [Downloadable!] (restricted)
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  3. Betts, Julian R. & Grogger, Jeff, 2003. "The impact of grading standards on student achievement, educational attainment, and entry-level earnings," Economics of Education Review, Elsevier, vol. 22(4), pages 343-352, August. [Downloadable!] (restricted)
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  4. Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005. "Teachers, Schools, and Academic Achievement," Econometrica, Econometric Society, vol. 73(2), pages 417-458, 03. [Downloadable!] (restricted)
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  5. Montmarquette, Claude & Mahseredjian, Sophie, 1989. "Could teacher grading practices account for unexplained variation in school achievements?," Economics of Education Review, Elsevier, vol. 8(4), pages 335-343, August. [Downloadable!] (restricted)
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(explanations, Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.)

  1. Guido Schwerdt & Amelie C. Wuppermann, 2009. "Is Traditional Teaching really all that Bad? A Within-Student Between-Subject Approach," CESifo Working Paper Series CESifo Working Paper No. , CESifo Group Munich. [Downloadable!]
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This page was last updated on 2009-11-25.

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