Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/175225 
Erscheinungsjahr: 
2016
Schriftenreihe/Nr.: 
Working Paper No. 788
Verlag: 
Queen Mary University of London, School of Economics and Finance, London
Zusammenfassung: 
This paper studies the effect of providing feedback to college students on their position in the grade distribution by using a randomized control experiment. This information was updated every six months during a three-year period. In the absence of treatment, students' underestimate their position in the grade distribution. The treatment significantly improves the students' self-assessment. We find that treated students experience a significant decrease in their educational performance, as measured by their accumulated GPA and number of exams passed, and a significant improvement in their self-reported satisfaction, as measured by survey responses obtained after information is provided but before students take their exams. Those effects, however, are short lived, as students catch up in subsequent periods. Moreover, the negative effect on performance is driven by those students who underestimate their position in the absence of feedback. Those students who overestimate initially their position, if anything, respond positively.
Schlagwörter: 
Relative performance feedback
Ranking
Randomized field experiment
School performance
JEL: 
J71
J44
Dokumentart: 
Working Paper

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