Do the teachers' grading practices affect student achievement?

Bonesrønning, Hans

doi:10.1080/0964529042000239168

Cited by 33 publications

(21 citation statements)

References 6 publications

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“…All of the empirical studies descending from these frameworks adopt a linear grading equation, to characterize the grading standards: in particular, estimating the parameters of the grading equation, Bonesronning (1999Bonesronning ( , 2004aBonesronning ( , 2004bBonesronning ( , 2008 finds that the slope is seldom significant, while the intercept is.…”

Section: Grading Equations and Student Achievements: A Reviewmentioning

confidence: 99%

Teachers’ evaluations and students’ achievement: a ‘deviation from the reference’ analysis

Iacus

Porro

2011

Education Economics

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Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden.The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Several studies show that teachers make use of grading practices to affect students' effort and achievement. Generally linearity is assumed in the grading equation, while it is everyone's experience that grading practices are frequently non-linear. Representing grading practices as linear can be misleading both from a descriptive and a prescriptive viewpoint. Here we propose to identify grading practices as 'deviations from a reference', which is a fully non-parametric criterion, and measure their effects on achievement based on this classification. To show the effectiveness of our approach, we apply the methodology to a data-set on Italian lower secondary school. Education Economics2009, 1-21, iFirst

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Section: Grading Equations and Student Achievements: A Reviewmentioning

confidence: 99%

Teachers’ evaluations and students’ achievement: a ‘deviation from the reference’ analysis

Iacus

Porro

2011

Education Economics

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“…The unique aspect of this policy is that, for freshman and sophomore level courses, effort is an explicit part of a student's grade. 7 The aim of the policy is to increase learning, retention, graduation rates and the value of a degree from Benedict…”

Section: The Success Equals Effort (Se 2 ) Policymentioning

confidence: 99%

“…The SE 2 policy's goal is to improve student performance by increasing study skills and the preparedness of the students. This change should lead 7 According to Benedict College, no other college or university has such a policy. 8 The administration checked the grades that professors were assigning, and noticed that the policy was not being followed uniformly.…”

Section: The Success Equals Effort (Se 2 ) Policymentioning

confidence: 99%

<em>Non-cognitive Ability, College Learning, and Student Retention</em>

Gray¹,

Swinton²

2017

The Journal of Negro Education

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Recent decades have seen a steady increase in college enrollment rates, which has not been accompanied by a corresponding increase in graduation rates. If this discrepancy is at least partly due to insufficient "effort" exerted by students, policies that aim at rewarding effort explicitly may succeed at increasing graduation rates. This paper uses a unique and rich administrative data set to analyze the impact of the introduction of a new grading policy on performance and retention rates at Benedict College, a Historically Black College in Columbia, South Carolina. According to the new grading policy, grades for freshman and sophomore courses are determined in part by performance on tests and in part by measures of "effort" such as attendance and class participation. The policy was intended to inspire a sense of discipline in students' attitudes towards academic work, in the hope of improving learning and graduation rates. However, the data show that the introduction of the new grading policy was actually followed by an increase in dropout rates, disproportionately due to students with pre-college GPAs above the mean. This paper describes a simple theoretical model that illustrates how this observed change can be a result of the interaction between the increased disutility caused by the larger effort required by the new policy, and the uncertainty that relates effort to knowledge grades, an uncertainty that only disappears after the final grades are assigned. Overall, student SAT composite scores, ACT composite scores and high school GPAs are not great predictors of survival after the policy change.

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“…In Germany, graduates of high schools located in states requiring central exit exams to get a high school diploma earn a wage premium over those high school graduates coming from states where each school designs and conducts its own exit exam. Bonesronning (2004) assumes that teachers can have an effect on student effort, and thus student achievement, by setting grading standards. His empirical analysis for Norway shows students who are graded with a tougher standard in the lower secondary school perform significantly better than other students in terms of standardized mathematics tests.…”

Section: Literature Reviewmentioning

confidence: 99%

Standards, Inequality in Education and Efficiency

Koç

Erkin

2015

EconWorld

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We develop a model of educational standards that includes inequality in educational opportunities. Our model shows that policymakers setting an output maximizing standard need to consider structural factors such as inequality of income and opportunity, skill mismatch in the economy, profit and wage shares and labor market imperfections. High standards are not optimal under severe educational inequality; they lead to lower output when many cannot access quality education. Optimal standard rises along with increasing opportunities for poor students. Targeted subsidies enhance both distributional and efficiency-related objectives.Other effective policies to extend skilled labor and to improve poor workers' income are remedying information problems between employers and workers and distributing more of output gains toward labor.

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Do the teachers' grading practices affect student achievement?

Cited by 33 publications

References 6 publications

Teachers’ evaluations and students’ achievement: a ‘deviation from the reference’ analysis

Teachers’ evaluations and students’ achievement: a ‘deviation from the reference’ analysis

<em>Non-cognitive Ability, College Learning, and Student Retention</em>

Standards, Inequality in Education and Efficiency

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