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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

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.

Suggested Citation

  • Luehrmann, Melanie & Chevalier, Arnaud & Dolton, Peter, 2013. ""Making it count": Evidence from a Field Experiment on Assessment Rules, Study Incentives and Student Performance," VfS Annual Conference 2013 (Duesseldorf): Competition Policy and Regulation in a Global Economic Order 79795, Verein für Socialpolitik / German Economic Association.
    • Handle: RePEc:zbw:vfsc13:79795
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    Cited by:

    1. Mangold, Benedikt & Pleier, Thomas & Brug, Christoph & Nolzen, Jan & Stübinger, Johannes, 2014. "Verbesserung des Lernverhaltens durch Online-Tests: Ein Jahr später," Discussion Papers 91/2013, Friedrich-Alexander University Erlangen-Nuremberg, Chair of Statistics and Econometrics.

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    JEL classification:

    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions
    • D20 - Microeconomics - - Production and Organizations - - - General
    • A23 - General Economics and Teaching - - Economic Education and Teaching of Economics - - - Graduate

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