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Grading Exams: 100, 99,..., 1 or A, B, C? Incentives in Games of Status

Pradeep Dubey and John Geanakoplos ()
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John Geanakoplos: Cowles Foundation, Yale University, https://economics.yale.edu/people/faculty/john-geanakoplos

No 1467, Cowles Foundation Discussion Papers from Cowles Foundation for Research in Economics, Yale University

Abstract: We show that if students care primarily about their status (relative rank) in class, they are best motivated to work not by revealing their exact numerical exam scores (100,99,...,1), but instead by clumping them in broad categories (A,B,C). If their abilities are disparate, the optimal grading scheme awards fewer A's than there are alpha-quality students, creating small elites. If their abilities are common knowledge, then it is better to grade them on an absolute scale (100 to 90 is an A, etc.) rather than on a curve (top 15% is an A, etc.). We develop criteria for optimal grading schemes in terms of the stochastic dominance between student performances.

Keywords: Status; Incentives; Education; Grading; Wages (search for similar items in EconPapers)
JEL-codes: C70 I20 I30 (search for similar items in EconPapers)
Pages: 34 pages
Date: 2004-07
New Economics Papers: this item is included in nep-acc and nep-edu
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Citations: View citations in EconPapers (24)

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