Grade Reporting and Student Performance

Autor/inn/en	Arora, Puneet; Wright, Nicholas
Titel	Grade Reporting and Student Performance
Quelle	In: Education Economics, 30 (2022) 4, S.356-363 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2021.1995851
Schlagwörter	Grading; Alphabets; Numbers; Gender Differences; Feedback (Response); Academic Achievement; Correlation; Decision Making; Student Motivation; Study Habits; Grade 8; Secondary School Students; Mathematics Achievement; Foreign Countries; Workshops; Lecture Method; India + Suchen Sie Ihr Suchwort? Notengebung; Schulnote; Buchstabenschrift; Zahlenraum; Geschlechterkonflikt; Schulleistung; Korrelation; Decision-making; Entscheidungsfindung; Schulische Motivation; Study behavior; Study behaviour; Studienverhalten; School year 08; 8. Schuljahr; Schuljahr 08; Sekundarschüler; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Lernwerkstatt; Schulung; Indien
Abstract	Academic feedback has a direct impact on students' effort decisions and academic performance. However, the grades that are reported to students are often based on institutional or instructor preferences, with entities adopting a discrete or fine grading scale. In this study, we utilize a field experiment to assess how a Letter (LGS) or Numerical Grading System (NGS) impacts students' academic performance. The results indicate that the grading system utilized has no overall impact on students' performance. However, we do observe that there is a heterogeneous impact of the grading system across gender and students' pre-treatment performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01