The effects of more informative grading on student outcomes
(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:
https://lup.lub.lu.se/record/e8d07128-cc77-475d-b514-2ed0e951f83d
- author
- Collins, Matthew LU and Lundstedt, Jonas LU
- organization
- publishing date
- 2024-02
- 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}}, }