Building an Economic Theoretical Framework to Link Quizzes, Effort Investment, and Learning Outcomes

Tin-Chun Lin
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Tin-Chun Lin: Indiana University - Northwest

Journal of Economic Insight, 2017, vol. 43, issue 1, 19-45

Abstract: Using an economic theory (theory of producer choice), a basic theoretical model is constructed to illustrate how and why quizzes can affect a student’s behavior in effort-investment and learning outcomes. The theoretical evidence demonstrated that quizzes can improve students’ exam performance and enhance their investment in effort, and that unannounced-quizzes may most likely increase student in-class effort relative to announced-quizzes; while announced-quizzes may most likely enhance student out-of-class effort relative to unannounced-quizzes. In addition, this study looks at how different types of quizzes may serve as different effective instructional methods for student learning, and seeks to explain why student efforts are suboptimal absent a quiz. More importantly, this study frames an economic theoretical background for quizzes, which can be useful in constructing empirical models for further investigations of this issue.

JEL-codes: A20 A22 D20 D21 I20 (search for similar items in EconPapers)
Date: 2017
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Persistent link: https://EconPapers.repec.org/RePEc:mve:journl:v:43:y:2017:i:1:p:19-45

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