dc.contributor.author | Fidjeland, Andreas | |
dc.date.accessioned | 2023-05-02T12:37:25Z | |
dc.date.available | 2023-05-02T12:37:25Z | |
dc.date.created | 2023-03-17T14:25:23Z | |
dc.date.issued | 2023 | |
dc.identifier.citation | Fidjeland, A. (2023). Using high-stakes grades to incentivize learning. Economics of Education Review, 94, 102377. | en_US |
dc.identifier.issn | 0272-7757 | |
dc.identifier.uri | https://hdl.handle.net/11250/3065793 | |
dc.description.abstract | I use a natural experiment in Norwegian high school to investigate how high-stakes grades affect students’ investment in schooling. By exploiting variation across space and time I compare the performance of students taking the same exit exam in compulsory school, but where the test is high-stakes for only a subset of students. Using a staggered triple-difference framework, I find that exam grades increase in the high-stakes setting if students have a sufficient number of prospective high schools within traveling distance. Results from low-stakes ability assessments suggest actual learning — and not test-taking strategy — could largely explain the effect. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Elsevier | en_US |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.title | Using high-stakes grades to incentivize learning | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.rights.holder | The author | en_US |
dc.subject.nsi | VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 | en_US |
dc.source.volume | 94 | en_US |
dc.source.journal | Economics of Education Review | en_US |
dc.identifier.doi | 10.1016/j.econedurev.2023.102377 | |
dc.identifier.cristin | 2134855 | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 2 | |