EconPapers    
Economics at your fingertips  
 

Grade reporting and student performance

Puneet Arora and Nicholas Wright

Education Economics, 2022, vol. 30, issue 4, 356-363

Abstract: Academic feedback has a direct impact on students' effort decisions and academic performance. However, the grades that are reported to students are often based on institutional or instructor preferences, with entities adopting a discrete or fine grading scale. In this study, we utilize a field experiment to assess how a Letter (LGS) or Numerical Grading System (NGS) impacts students' academic performance. The results indicate that the grading system utilized has no overall impact on students' performance. However, we do observe that there is a heterogeneous impact of the grading system across gender and students' pre-treatment performance.

Date: 2022
References: Add references at CitEc
Citations: Track citations by RSS feed

Downloads: (external link)
http://hdl.handle.net/10.1080/09645292.2021.1995851 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:edecon:v:30:y:2022:i:4:p:356-363

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/CEDE20

DOI: 10.1080/09645292.2021.1995851

Access Statistics for this article

Education Economics is currently edited by Caren Wareing and Steve Bradley

More articles in Education Economics from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().

 
Page updated 2022-08-03
Handle: RePEc:taf:edecon:v:30:y:2022:i:4:p:356-363