IDEAS home Printed from
   My bibliography  Save this article

Do the teachers' grading practices affect student achievement?


  • Hans Bonesrønning


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.

Suggested Citation

  • Hans Bonesrønning, 2004. "Do the teachers' grading practices affect student achievement?," Education Economics, Taylor & Francis Journals, vol. 12(2), pages 151-167.
  • Handle: RePEc:taf:edecon:v:12:y:2004:i:2:p:151-167 DOI: 10.1080/0964529042000239168

    Download full text from publisher

    File URL:
    Download Restriction: Access to full text is restricted to subscribers.

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    1. Steven G. Rivkin & Eric A. Hanushek & John F. Kain, 2005. "Teachers, Schools, and Academic Achievement," Econometrica, Econometric Society, vol. 73(2), pages 417-458, March.
    2. 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.
    3. 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.
    4. 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.
    5. Becker, William E. & Rosen, Sherwin, 1992. "The learning effect of assessment and evaluation in high school," Economics of Education Review, Elsevier, vol. 11(2), pages 107-118, June.
    Full references (including those not matched with items on IDEAS)


    Citations are extracted by the CitEc Project, subscribe to its RSS feed for this item.

    Cited by:

    1. Schwerdt, Guido & Wuppermann, Amelie C., 2011. "Is traditional teaching really all that bad? A within-student between-subject approach," Economics of Education Review, Elsevier, vol. 30(2), pages 365-379, April.
    2. De Witte, Kristof & Geys, Benny & Solondz, Catharina, 2014. "Public expenditures, educational outcomes and grade inflation: Theory and evidence from a policy intervention in the Netherlands," Economics of Education Review, Elsevier, vol. 40(C), pages 152-166.
    3. Marc Piopiunik & Martin Schlotter, 2012. "Identifying the Incidence of "Grading on a Curve": A Within-Student Across-Subject Approach," ifo Working Paper Series 121, ifo Institute - Leibniz Institute for Economic Research at the University of Munich.

    More about this item


    Access and download statistics


    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:taf:edecon:v:12:y:2004:i:2:p:151-167. See general information about how to correct material in RePEc.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Chris Longhurst). General contact details of provider: .

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service hosted by the Research Division of the Federal Reserve Bank of St. Louis . RePEc uses bibliographic data supplied by the respective publishers.