Class size, type of exam and student achievement
Education as a road to growth has been on the political agenda in recent years and promoted not least by the institutions of higher education. At the same time the universities have been squeezed for resources for a long period and the average class size has increased as a result. However, the production technology for higher education is not well known and this study highlights the relation between class size and student achievement using a large dataset of 80.000 gradings from the Aarhus School of Business. The estimations show a large negative effect of larger classes on the grade level of students. The type of exam also has a large and significant effect on student achievements and oral exam, take-home exam and group exam reward the student with a significantly higher grade compared with an on-site written exam
|Date of creation:||24 Jan 2011|
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- Alan Krueger, 1997.
"Experimental Estimates of Education Production Functions,"
758, Princeton University, Department of Economics, Industrial Relations Section..
- Alan B. Krueger, 1999. "Experimental Estimates Of Education Production Functions," The Quarterly Journal of Economics, MIT Press, vol. 114(2), pages 497-532, May.
- Alan B. Krueger, 1997. "Experimental Estimates of Education Production Functions," NBER Working Papers 6051, National Bureau of Economic Research, Inc.
- Alan B. Krueger, 2000.
"Economic Considerations and class size,"
975, Princeton University, Woodrow Wilson School of Public and International Affairs, Center for Research on Child Wellbeing..
- Eskil Heinesen, 2010. "Estimating Class-size Effects using Within-school Variation in Subject-specific Classes," Economic Journal, Royal Economic Society, vol. 120(545), pages 737-760, 06.
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