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The effects of more informative grading on student outcomes

Collins, Matthew LU and Lundstedt, Jonas LU (2024) In Journal of Economic Behavior and Organization 218. p.514-549
Abstract

More granular grading scales provide a more accurate assessment of achievement and thus provide students with more informative feedback on their performance. Using Swedish administrative data and exploiting a natural experiment, we identify the effects of moving from a system with three passing grades to one with five passing grades. Students receiving more informative grades are less likely to graduate from high school, from academic high school tracks, and from STEM and art high school tracks. Affected students are also less likely to enrol in STEM courses at university. The evidence suggests discouragement as a likely mechanism, with students revising their self-belief downward when receiving more informative feedback.

Please use this url to cite or link to this publication:
author
and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Education outcomes, Feedback, Grading, HBSC, Natural experiment
in
Journal of Economic Behavior and Organization
volume
218
pages
36 pages
publisher
Elsevier
external identifiers
  • scopus:85181870154
ISSN
0167-2681
DOI
10.1016/j.jebo.2023.12.001
language
English
LU publication?
yes
id
e8d07128-cc77-475d-b514-2ed0e951f83d
date added to LUP
2024-02-13 12:07:23
date last changed
2024-02-13 12:09:05
@article{e8d07128-cc77-475d-b514-2ed0e951f83d,
  abstract     = {{<p>More granular grading scales provide a more accurate assessment of achievement and thus provide students with more informative feedback on their performance. Using Swedish administrative data and exploiting a natural experiment, we identify the effects of moving from a system with three passing grades to one with five passing grades. Students receiving more informative grades are less likely to graduate from high school, from academic high school tracks, and from STEM and art high school tracks. Affected students are also less likely to enrol in STEM courses at university. The evidence suggests discouragement as a likely mechanism, with students revising their self-belief downward when receiving more informative feedback.</p>}},
  author       = {{Collins, Matthew and Lundstedt, Jonas}},
  issn         = {{0167-2681}},
  keywords     = {{Education outcomes; Feedback; Grading; HBSC; Natural experiment}},
  language     = {{eng}},
  pages        = {{514--549}},
  publisher    = {{Elsevier}},
  series       = {{Journal of Economic Behavior and Organization}},
  title        = {{The effects of more informative grading on student outcomes}},
  url          = {{http://dx.doi.org/10.1016/j.jebo.2023.12.001}},
  doi          = {{10.1016/j.jebo.2023.12.001}},
  volume       = {{218}},
  year         = {{2024}},
}