"Making it count": Evidence from a Field Experiment on Assessment Rules, Study Incentives and Student Performance
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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| Length: | |
| Date of creation: | 2013 |
| Handle: | RePEc:zbw:vfsc13:79795 |
| Contact details of provider: | Web page: http://www.socialpolitik.org/ Email: More information through EDIRC
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- Azmat, Ghazala & Iriberri, Nagore, 2010.
"The importance of relative performance feedback information: Evidence from a natural experiment using high school students,"
Journal of Public Economics,
Elsevier, vol. 94(7-8), pages 435-452, August.
- Ghazala Azmat & Nagore Iriberri, 2009. "The importance of relative performance feedback information: evidence from a natural experiment using high school students," LSE Research Online Documents on Economics 28520, London School of Economics and Political Science, LSE Library.
- Ghazala Azmat & Nagore Iriberri, 2010. "The Importance of Relative Performance Feedback Information: Evidence from a Natural Experiment using High School Students," Working Papers 444, Barcelona Graduate School of Economics.
- 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.
- Ghazala Azmat & Nagore Iriberri, 2009. "The importance of relative performance feedback information: Evidence from a natural experiment using high school students," Economics Working Papers 1148, Department of Economics and Business, Universitat Pompeu Fabra, revised Mar 2010.
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- 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.
- Edwin Leuven & Hessel Oosterbeek & Bas van der Klaauw, 2006. "The effect of financial rewards on students' achievement: Evidence from a randomized experiment," Artefactual Field Experiments 00078, The Field Experiments Website.
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- Camerer, Colin F & Hogarth, Robin M, 1999. "The Effects of Financial Incentives in Experiments: A Review and Capital-Labor-Production Framework," Journal of Risk and Uncertainty, Springer, vol. 19(1-3), pages 7-42, December.
- 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.
- 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.
- 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.
- Philipp Beltz & Susanne Link & Andreas Ostermaier, 2012. "Incentives for Students: Evidence from Two Natural Experiments," ifo Working Paper Series Ifo Working Paper No. 133, ifo Institute - Leibniz Institute for Economic Research at the University of Munich.
- 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.
- 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 136-163, January.
- Angrist, Joshua & Lang, Daniel W. & Oreopoulos, Philip, 2007. "Incentives and Services for College Achievement: Evidence from a Randomized Trial," IZA Discussion Papers 3134, Institute for the Study of Labor (IZA).
- Rachel Croson & Uri Gneezy, 2009. "Gender Differences in Preferences," Journal of Economic Literature, American Economic Association, vol. 47(2), pages 448-474, June.
- 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. Full references (including those not matched with items on IDEAS)
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