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"Making it count": Evidence from a Field Experiment on Assessment Rules, Study Incentives and Student Performance

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  • Luehrmann, Melanie
  • Chevalier, Arnaud
  • Dolton, Peter
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    Abstract

    This paper examines field experiment in which we encourage the use of computer-based tests (quizzes) through a set of non-financial incentives and test their effect on effort and performance of students. Our identification strategy exploits cross-cohort experimental variation in assessment rules and within course variation in incentives to determine their impact on the performance in exams. We find these incentives to result in an increase in grades of 2.4 marks or about 4%. The performance effects are concentrated in the lower quartile of the grade distribution and can be attributed to increase quiz participation. Our results suggest that use of computerised assessment methods is not only a relatively low cost method of fostering continuous learning but also an effective tool in increasing student effort and performance. --

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    Bibliographic Info

    Paper provided by Verein für Socialpolitik / German Economic Association in its series Annual Conference 2013 (Duesseldorf): Competition Policy and Regulation in a Global Economic Order with number 79795.

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    Date of creation: 2013
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    Handle: RePEc:zbw:vfsc13:79795

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    1. Camerer, Colin F. & Hogarth, Robin M., 1999. "The Effects of Financial Incentives in Experiments: A Review and Capital-Labor-Production Framework," Working Papers 1059, California Institute of Technology, Division of the Humanities and Social Sciences.
    2. Ghazala Azmat & Nagore Iriberri, 2009. "The Importance of Relative Performance Feedback Information: Evidence from a Natural Experiment using High School Students," CEP Discussion Papers dp0915, Centre for Economic Performance, LSE.
    3. Philip Oreopoulos & Daniel Lang & Joshua Angrist, 2009. "Incentives and Services for College Achievement: Evidence from a Randomized Trial," American Economic Journal: Applied Economics, American Economic Association, vol. 1(1), pages 136-63, January.
    4. Joshua Angrist & Victor Lavy, 2009. "The Effects of High Stakes High School Achievement Awards: Evidence from a Randomized Trial," American Economic Review, American Economic Association, vol. 99(4), pages 1384-1414, September.
    5. Leuven, Edwin & Oosterbeek, Hessel & van der Klaauw, Bas, 2003. "The Effect of Financial Rewards on Students' Achievements: Evidence from a Randomized Experiment," CEPR Discussion Papers 3921, C.E.P.R. Discussion Papers.
    6. Edwin Leuven & Hessel Oosterbeek & Bas van der Klaauw, 2004. "The e ect of financial rewards on students achievement: Evidence from a randomized experiment," HEW 0410002, EconWPA.
    7. Wayne A. Grove & Tim Wasserman, 2006. "Incentives and Student Learning: A Natural Experiment with Economics Problem Sets," American Economic Review, American Economic Association, vol. 96(2), pages 447-452, May.
    8. Sheryl B. Ball & Catherine Eckel & Christian Rojas, 2006. "Technology Improves Learning in Large Principles of Economics Classes: Using Our WITS," American Economic Review, American Economic Association, vol. 96(2), pages 442-446, May.
    9. Rachel Croson & Uri Gneezy, 2009. "Gender Differences in Preferences," Journal of Economic Literature, American Economic Association, vol. 47(2), pages 448-74, June.
    10. Bishop, John, 2006. "Drinking from the Fountain of Knowledge: Student Incentive to Study and Learn - Externalities, Information Problems and Peer Pressure," Handbook of the Economics of Education, Elsevier.
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