Does Relative Grading Help Male Students? Evidence from a Field Experiment in the Classroom

Czibor, Eszter; Onderstal, Sander; Sloof, Randolph; Praag, Mirjam van

doi:10.2139/ssrn.2488550

Cited by 10 publications

(4 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This suggests that relative grading may be ineffective when obtaining a high rank is more difficult. 18 In contrast to these findings, a Dutch study among bachelor students found no difference in effort provision (homework handed in, homework grades, attendance, preparation time) or exam grades under relative and absolute grading (Czibor, Onderstal, Sloof, & van Praag, 2015). The choice only seemed to matter for marginal students who were close to the pass/fail cut-off.…”

Section: Relative (Vs Absolute) Gradingmentioning

confidence: 96%

“…Test scores Positive (strongest effect for boys) Czibor et al (2015) The Netherlands. University students Similar adverse effects were found in a US intervention introducing a performance-based leader board which announced the top three performers in the classroom, school and among all users of the computer-based course tool (Bursztyn & Jensen, 2015).…”

Section: Relative (Vs Absolute) Gradingmentioning

confidence: 99%

See 1 more Smart Citation

Nudging in education

Damgaard

Nielsen

2018

Economics of Education Review

247

110

View full text Add to dashboard Cite

Can we nudge children, adolescents and their parents to make better decisions on education? And can we nudge teachers to support and encourage better decision making? Education decisions are taken at young ages and involve immediate costs and potential, future benefits. In such settings behavioural barriers (e.g. lack of selfcontrol, limited attention and social norms) likely influence choices and this may motivate the use of low cost 'nudges' to gently push behaviour in the desired direction. Our review of nudging interventions shows that while nudging often has positive effects, the greatest effects often arise for individuals affected most by the behavioural barrier targeted by the intervention. Hence understanding underlying behavioural mechanisms is crucial. Negative effects may arise in situations where nudges potentially crowd-out intrinsic motivation, if nudges pressurise individuals, or in situations where the choice architect has an insufficient understanding of behavioural mechanisms.[P]eople will need nudges for decisions that are difficult and rare, for which they do not get prompt feedback, and when they have trouble translating aspects of the situation into terms that they can easily understand.

show abstract

Section: Relative (Vs Absolute) Gradingmentioning

confidence: 96%

Section: Relative (Vs Absolute) Gradingmentioning

confidence: 99%

Nudging in education

Damgaard

Nielsen

2018

Economics of Education Review

247

110

View full text Add to dashboard Cite

show abstract

“…Czibor, Onderstal, Sloof, and van Praag () found that different grading incentives (relative or norm‐referenced vs. absolute or criterion‐referenced grading) had a differential effect on males and females’ test performances in economics. A more competitive grading system or effort incentives like norm‐referenced grading favored males and therefore narrowed the gender gap.…”

Section: Review Of Literaturementioning

confidence: 99%

“…Building on previous studies of Furqan et al () and Czibor et al () looking at the effects of grade incentivization, this study investigated the extent to which explicit grading incentives had an effect on students’ performance on the ACTFL speaking assessment (OPIc). It addressed the following specific questions: …”

Section: Review Of Literaturementioning

confidence: 99%

Using different carrots: How incentivization affects proficiency testing outcomes

Gass

Gorp

Winke

2019

Foreign Language Annals

View full text Add to dashboard Cite

This study represents program‐level action research. A U.S. university Spanish language program had a goal for students to reach the ACTFL (2012) Intermediate Mid level after 2 years. An empirical question that resulted after regular end‐of‐year testing was whether the students were doing their best on assessments. To investigate this, 253 end‐of‐second‐year students were divided into two experimental conditions: (a) 95 students received up to 10% of their final grade based on meeting the speaking goal, and (b) 73 students received up to 5% of their grade on the same criterion. Eighty‐five students formed a control group with no grading incentive. All took ACTFL tests in speaking (the Oral Proficiency Interview‐computerized [OPIc]), listening (Listening Proficiency Test), and reading (Reading Proficiency Test). The group whose OPIc score counted for 10% performed significantly higher than other two groups. Females were more positively affected by the incentivization. Programs with language goals should consider incentivized proficiency‐based exit tests to motivate their students (Chalhoub‐Deville, 1997).

show abstract

Nudging in education: from theory towards guidelines for successful implementation

2020

View full text Add to dashboard Cite

Nudging is one of the strategies from behavioral economics that aims to influence behavior by changing the environment. We propose that it could also be a valuable means to influence behavior in educational contexts. However, implementation of nudging in education is yet sparse. We describe the relevant issues to consider when applying nudging in education, arguing that a focus on the long-term effects and underlying processes of a nudge is necessary for successful implementation. Then, we aim to facilitate this implementation of nudging in education by making a distinction between nudges that is relevant for overcoming these issues. Based on the framework proposed by Hansen and Jespersen (European Journal of Risk Regulation, 4(1), 3-28, 2013), we distinguish between Type 1 and Type 2 nudges, and transparent and non-transparent nudges, resulting in four nudge categories. For each of these nudge categories, we determine its suitability for different educational goals. The resulting decision matrix can help researchers and practitioners when designing nudges for an educational context.

show abstract

Does Relative Grading Help Male Students? Evidence from a Field Experiment in the Classroom

Cited by 10 publications

References 47 publications

Nudging in education

Nudging in education

Using different carrots: How incentivization affects proficiency testing outcomes

Nudging in education: from theory towards guidelines for successful implementation

Contact Info

Product

Resources

About