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 InfoPaper provided by Department of Economics, Appalachian State University in its series Working Papers with number 04-03.
Date of creation: 2004
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Postal: Thelma C. Raley Hall, Boone, North Carolina 28608
Web page: http://www.business.appstate.edu/departments/economics/
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Other versions of this item:
- Todd L. Cherry & Larry V. Ellis, 2005. "Does Rank-Order Grading Improve Student Performance? Evidence from a Classroom Experiment," International Review of Economic Education, Economics Network, University of Bristol, vol. 4(1), pages 9-19.
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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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