Does Relative Grading help Male Students? Evidence from a Field Experiment in the Classroom

Eszter Czibor, Sander Onderstal, Randolph Sloof, Mirjam Van Praag

    Research output: Working paperResearch

    Abstract

    The provision of non-pecuniary incentives in education is a topic that has received much scholarly attention lately. Our paper contributes to this discussion by investigating the effectiveness of grade incentives in increasing student performance. We perform a direct comparison of the two most commonly used grading practices: the absolute (i.e., criterion-referenced) and the relative (i.e., norm-referenced) grading schemes in a large-scale field experiment at a university. We hypothesize that relative grading, by creating a rank-order tournament in the classroom, provides stronger incentives for male students than absolute grading. In the full sample, we find weak support for our hypothesis. Among the more motivated students we find evidence that men indeed score significantly higher on the test when graded on a curve. Female students, irrespective of their motivation, do not increase their scores under relative grading. Since women slightly outperform men under absolute grading, grading on a curve actually narrows the gender gap in performance.
    Original languageEnglish
    Place of PublicationAmsterdam
    PublisherTinbergen Institute
    Number of pages35
    Publication statusPublished - Aug 2014
    SeriesTinbergen Institute Discussion Papers
    Number14-116/V
    SeriesIZA Discussion Paper
    Number8429

    Cite this

    Czibor, E., Onderstal, S., Sloof, R., & Van Praag, M. (2014). Does Relative Grading help Male Students? Evidence from a Field Experiment in the Classroom. Tinbergen Institute. Tinbergen Institute Discussion Papers, No. 14-116/V, IZA Discussion Paper, No. 8429 http://papers.tinbergen.nl/14116.pdf