Does Rank-Order Grading Improve Student Performance: Evidence from a Classroom Experiment
This 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.
(This abstract was borrowed from another version of this item.)
To our knowledge, this item is not available for
download. To find whether it is available, there are three
1. Check below under "Related research" whether another version of this item is available online.
2. Check on the provider's web page whether it is in fact available.
3. Perform a search for a similarly titled item that would be available.
|Date of creation:||2004|
|Contact details of provider:|| Postal: Thelma C. Raley Hall, Boone, North Carolina 28608|
Web page: http://economics.appstate.edu/
More information through EDIRC
When requesting a correction, please mention this item's handle: RePEc:apl:wpaper:04-03. 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: (O. Ashton Morgan)
If references are entirely missing, you can add them using this form.