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Experimental Evidence on the Effect of Grading Incentives on Student Learning in Spain

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  • Joaquín Artés
  • Marta Rahona

Abstract

In this article, the authors aim to identify the causal effect of the use of graded problem sets on academic performance of Spanish students. The identification strategy relies on an experiment in which the authors exploit variation arising from observing the performance of nearly 300 students taking the same class during the same semester and with the same instructors. Academic performance is measured through a multiple choice final exam in which some questions are related to graded problem sets and others are related to non-graded problem sets given through the semester. After accounting for potential biases and selection concerns, the results show that graded problem sets increase test scores by eight percentage points, or close to a letter grade.

Suggested Citation

  • Joaquín Artés & Marta Rahona, 2013. "Experimental Evidence on the Effect of Grading Incentives on Student Learning in Spain," The Journal of Economic Education, Taylor & Francis Journals, vol. 44(1), pages 32-46, March.
    • Handle: RePEc:taf:jeduce:v:44:y:2013:i:1:p:32-46
    DOI: 10.1080/00220485.2013.740387
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    References listed on IDEAS

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    1. Torberg Falch & Marte Rønning, 2011. "Homework assignment and student achievement in OECD countries," Working Paper Series 11411, Department of Economics, Norwegian University of Science and Technology.
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    Cited by:

    1. Kristin Butcher & Patrick McEwan & Akila Weerapana, 2022. "Making the (Letter) Grade: The Incentive Effects of Mandatory Pass/Fail Courses," NBER Working Papers 30798, National Bureau of Economic Research, Inc.
    2. Dey, Ishita, 2018. "Class attendance and academic performance: A subgroup analysis," International Review of Economics Education, Elsevier, vol. 28(C), pages 29-40.
    3. Sam Allgood & William B. Walstad & John J. Siegfried, 2015. "Research on Teaching Economics to Undergraduates," Journal of Economic Literature, American Economic Association, vol. 53(2), pages 285-325, June.
    4. Md.Abdulla Al Mamun, 2019. "Assessing the Gender Effects on Students’ Accounting Course Performance in Bangladesh: A case study of Bangladesh University of Business & Technology," Journal of Business, LAR Center Press, vol. 4(1), pages 1-8, January.
    5. Tisha L. N. Emerson & Linda K. English & KimMarie McGoldrick, 2018. "The High Costs of Large Enrollment Classes: Can Cooperative Learning Help?," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 44(3), pages 455-474, June.
    6. Pratobevera, Giuseppe, 2022. "Homework and finance students’ learning and achievement," Finance Research Letters, Elsevier, vol. 46(PB).

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