â€˜Making it countâ€™: incentives, student effort and performance
Peter Dolton and
Journal of the Royal Statistical Society Series A, 2018, vol. 181, issue 2, 323-349
The paper examines how incentives to participate in onâ€ line assessments (quizzes) affect studentsâ€™ effort and performance. Our identification strategy exploits withinâ€ student weekly variation in incentives to attempt onâ€ line quizzes. We find that tournament incentives and participation incentives are ineffective in increasing quiz participation. In contrast, making the quiz count towards the final grade substantially increases participation. We find no evidence of displacement of effort between weeks. Using a natural experiment which provides variation in assessment weighting of the quizzes between two cohorts, we find that affected students obtain better examination grades. We estimate the return to 10% assessment weighting to be around 0.27 of a standard deviation in the inâ€ term examination grade. We find no evidence that assessment weighting has unintended consequences, i.e. that increased quiz effort displaces effort over the year, reduces other forms of effort or reduces (effort and thus) performance in other courses. Finally, assessment weighting induced effort increases most for students at and below median ability, resulting in a reduction of the grade gap by 17%.
References: Add references at CitEc
Citations: Track citations by RSS feed
Downloads: (external link)
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: https://EconPapers.repec.org/RePEc:bla:jorssa:v:181:y:2018:i:2:p:323-349
Ordering information: This journal article can be ordered from
http://ordering.onli ... 1111/(ISSN)1467-985X
Access Statistics for this article
Journal of the Royal Statistical Society Series A is currently edited by A. Chevalier and L. Sharples
More articles in Journal of the Royal Statistical Society Series A from Royal Statistical Society Contact information at EDIRC.
Bibliographic data for series maintained by Wiley Content Delivery ().