Relación entre las calificaciones en la evaluación continua y en el examen final: Diferencias por género, nivel socio-económico y conocimientos iniciales (código 4137)

• Autores: Pedro Albarrán Pérez, Marianna Battaglia, Marcello Sartarelli, Sarai Vera Rodríguez, José Vicente-Pérez
• Localización: Memorias del Programa de Redes-I3CE de calidad, innovación e investigación en docencia universitaria: Convocatoria 2017-18 / coord. por Rosabel Roig Vila , 2018, ISBN 978-84-09-07041-1, págs. 1955-1974
• Idioma: español
• Enlaces
  • Texto completo
• Resumen

  • We study the effect of a nudge in achievement in a midterm test on subsequent performance in Math by using administrative and survey data from students at the University of Alicante. We estimate the effect through a regression discontinuity design since only students obtaining a midterm score greater than or equal to 5 may interpret their score positively. The sign of the effect is unclear ex-ante as a nudge may induce students to believe that additional study effort is (un)important to ensure a pass in course. We find that the overall effect is small and not significant. We do not find differences by gender or socioeconomic status; some differences might exist in students who majored in Arts and Humanities, whose initial knowledge in Math is lower, but a rigorous conclusion cannot be drawn. However, our results point out that the nudge effect is heterogeneous by students’ confidence: a nudge for non-confident students leads to lower performance in subsequent assessment, while confident students, although reacting positively with respect to non-confident ones, do not change their performance. Our results shed light on the role of confidence in processing salient although noisy information on achievement and its consequences on subsequent performance.

• Referencias bibliográficas
  • Alcott, B. (2017). Might Progress assessments hinder equitable progress? Evidence from England. Educational Assessment. Evaluation and Accountability,...
  • Azmat, G., Bagues, M. F., Cabrales, A. and Iriberri, N. (2016). What You Don’t Know... Can’t Hurt You? A Field Experiment on Relative Performance...
  • Coutts, A. (2018). Good News and Bad News are Still News: Experimental Evidence on Belief Updating. forthcoming in Experimental Economics.
  • Halpern, D. (2015). Inside the Nudge Unit: How Small Changes Can Make A Big Difference. London: WH Allen.
  • Hemelt, S. W. (2011). Performance Effects of Failure to Make Adequate Yearly Progress (AYP): Evidence from a Regression Discontinuity Framework....
  • Imbens, G. and Kalyanaraman, K. (2012). Optimal Bandwidth Choice for the Regression Discontinuity Estimator. The Review of Economic Studies....
  • Jiménez-Gómez, D. (2017). Nudging and Phishing: a Theory of Behavioral Welfare Economics. Unpublished manuscript, Universidad de Alicante.
  • Joensen, J. S. and Nielsen, H. S. (2009). Is There a Causal Effect of High School Math on Labor Market Outcomes? Journal of Human Resources....
  • Lavecchia, A. M., Liu, H. and Oreopoulos, P. (2014). Behavioral Economics of Education: Progress and Possibilities. Working Paper 20609, National...
  • Levine, P. B. and Zimmerman, D. J. (1995). The Benefit of Additional High-School Math and Science Classes for Young Men and Women. Journal...
  • Levitt, S. D., List, J. A., Neckermann, S. and Sadoff, S. (2016). The behavioralist goes to school: Leveraging behavioral economics to improve...
  • Machin, S., McNally, S. and Ruiz-Valenzuela, J. (2016). Entry Through the Narrow Door: The Costs of Just Failing High Stakes Exams. Research...
  • McCrary, J. (2008). Manipulation of the Running Variable in the Regression Discontinuity Design: A Density Test. Journal of Econometrics....
  • Papay, J. P., Murnane, R. J. and Willett, J. B. (2010). The Consequences of High School Exit Examinations for Low-Performing Urban Students:...
  • Papay, J. P., Murnane, R. J. and Willett, J. B. (2014). High-School Exit Examinations and the Schooling Decisions of Teenagers: Evidence From...
  • Papay, J. P., Murnane, R. J. and Willett, J. B. (2015). The Impact of Test-Score Labels on Human-Capital Investment Decisions. Journal of...
  • Papay, J., Willett, J. B. and Murnane, R. J. (2011). Extending the Regression-discontinuity Approach to Multiple Assignment Variables. Journal...
  • Rose, H. and Betts, J. R. (2004). The Effect of High School Courses on Earnings. Review of Economics and Statistics. 86 (2), pp. 497–513.
  • Sartarelli, M. (2011). Do Performance Targets Affect Behaviour? Evidence from Discontinuities in Test Scores in England. DoQSS Working Papers...
  • Thaler, R. H. and Sunstein, C. R. (2009). Nudge: Improving Decisions About Health, Wealth, and Happiness. London: Penguin Books.
  • Trier, M. D. and Nielsen, H. S. (2018). Nudging in education. Economics of Education Review. 64, pp. 313 – 342.