Please use this identifier to cite or link to this item: http://hdl.handle.net/10419/104703
Authors: 
Chevalier, Arnaud
Dolton, Peter
Lührmann, Melanie
Year of Publication: 
2014
Series/Report no.: 
IZA Discussion Papers 8582
Abstract: 
This paper examines a quasi-experiment in which we encourage student effort by setting various weekly incentives to engage in online tests. Our identification strategy exploits i) weekly variation in incentives to determine their impact on student effort, and ii) controlled cross-group variation in assessment weighting. Assessment weighting strongly encourages quiz participation, without displacing effort over the year. We estimate the return to a quiz at around 0.15 of a standard deviation in exam grade. Effort in our study increases most for students at and below median ability, resulting in a reduction of the grade gap by 8%.
Subjects: 
incentive
feedback
effort
higher education
JEL: 
I23
D20
Document Type: 
Working Paper

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