Knowing who you actually are: The effect of feedback on short- and longer-term outcomes

Rank Incentives and Social Learning: Evidence from a Randomized Controlled Trial

“…This might be due to a higher propensity towards social learning, or to healthier study habits developed perhaps because of the extra incentives provided via our leaderboards by the tighter effort-reward signal conveyed. It is also possible that feedback provides information about one's self-perceived ability, while also resolving some of the uncertainty about returns to effort (Goulas and Megalokonomou, 2016). With this in mind, it will be interesting to explore our impacts' heterogeneity by gender, given the recent evidence that feedback provision might affect males and females differently (Mayo et al, 2012;Goulas and Megalokonomou, 2016;Kugler et al, 2017).…”

“…It is also possible that feedback provides information about one's self-perceived ability, while also resolving some of the uncertainty about returns to effort (Goulas and Megalokonomou, 2016). With this in mind, it will be interesting to explore our impacts' heterogeneity by gender, given the recent evidence that feedback provision might affect males and females differently (Mayo et al, 2012;Goulas and Megalokonomou, 2016;Kugler et al, 2017).…”

Effects of Timing and Reference Frame of Feedback: Evidence from a Field Experiment

“…Few studies so far have investigated the effectiveness of feedback to increase performance in the context of education, and those we are aware of have primarily relied on university student samples (exceptions are Iriberri, 2010, andGoulas andMegalokonomou, 2015). 9 In an experiment involving Vietnamese university students participating in an English test, Tran and Zeckhauser (2012) provide either private feedback or private plus public feedback on their ranking in in-course mock exams.…”

“…There is little evidence of the effects of feedback on school-age children (Azmat and Iriberri, 2010;Goulas and Megalokonomou, 2015;Hermes et al, 2018), although schools are a natural setting in which feedback is given almost daily and in which feedback has a potentially large impact on individuals. 12 Azmat and Iriberri ( 2010) study the motivational effect of relative performance feedback among high school students in Spain (aged 14-18) in a natural field experiment.…”

“…However, the effect disappeared as soon as the information was removed. Goulas and Megalokonomou (2015) also exploit data of a natural experiment in high schools in Greece. Similar to Azmat and Iriberri (2010), information about students' performance was made public in some years and-due to a policy reform-private information in other years.…”