Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/336067 
Year of Publication: 
2025
Series/Report no.: 
CESifo Working Paper No. 12367
Publisher: 
Munich Society for the Promotion of Economic Research - CESifo GmbH, Munich
Abstract: 
Leveraging administrative data from the University of Iceland, which cover more than 60% of the undergraduate population in the country, we examine how home exams and peer networks shape grades around the COVID-19 crisis. Using difference-in-difference models with a rich set of fixed effects, we find that home exams taken during university closures raised grades by about 0.5 points (approximately 7%) relative to invigilated in-person exams outside the pandemic period. Access to a larger share of high-school peers leads to an average grade increase of up to two-fifths of a point, and exposure to higher-quality peers yielded additional, but smaller gains. Interactions between peer-network measures and the COVID/home-exam indicators are near zero, providing no evidence that peer networks amplified home-exam gains during the pandemic.
Subjects: 
academic performance
online education
COVID-19
networks
academic dishonesty
Iceland
JEL: 
I21
I23
J24
D85
J16
Document Type: 
Working Paper
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