You are here:

The variation in teachers' grading practices: causes and consequences
ARTICLE

Economics of Education Review Volume 18, Number 1 ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

The teachers' grading practices vary a lot between the upper secondary schools in Norway. This paper discusses the causes and the consequences. The point of departure is the model laid out by , which incorporates grades as a policy instrument for the teacher who tries to manipulate the students' studying time. However, in the Norwegian institutional setting students have incentives to press for easy grading. We therefore introduce an alternative grading model with rent seeking students, that is, students who allocate time to affect the teachers' grading. We then provide empirical evidence that the teachers' grading is systematically associated with teacher characteristics, and discuss whether this is consistent with the Correa and Gruver's model, the alternative model or both. Thereafter the consequences of teachers' grading for student achievement is investigated empirically. Our tentative interpretation of the results is that hard grading improves student achievement. ["JEL" I21].

Citation

Bonesrønning, H. The variation in teachers' grading practices: causes and consequences. Economics of Education Review, 18(1), 89-106. Elsevier Ltd. Retrieved June 1, 2023 from .

This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0272-7757(98)00012-0

References

View References & Citations Map
  1. Bishop, J. H. (1989) Why the apathy in American high schools? Educational Researcher Jan–Feb., 6–10.
  2. Bonesrønning, H. (1996). Combined school characteristics and student achievement: Evidence from Norway . Education Economics, 4(2), pp. 143-160.
  3. Brown, B. and Saks, D. (1980) Production technologies and resource allocation within classrooms and schools: Theory and Measurement. In The Analysis of Educational Productivity (Edited by Dreeben, R. and Thomas, J. A.). Cambridge, Mass: Ballinger.
  4. Correa, H., & Gruver, G.W (1987). Teacher-student interaction: a game theoretic extention of the economic theory of education . Mathematical Social Science, 13, pp. 19-47.
  5. Ehrenberg, R.G, & Brewer, D.J (1995). Did teachers' verbal ability and race matter in the 1960s? Coleman revisited . Economics of Education Review, 14(1), pp. 1-21.
  6. Farkas, G., & Hotchkiss, L. (1989). Incentives and disincentives to subject matter difficulty and student effort: course grade determinants across the stratification system . Economics of Education Review, 8(2), pp. 121-132.
  7. Hanushek, E. (1986) The economics of schooling: production and efficiencies in public schools. Journal of Economic Literature, XXIV, 1141–1177.
  8. Hanushek, E. and Taylor, L. (1990) Alternative assessments to the performance of schools. Journal of Human Resources, XXV(2), 179-201.
  9. Heckman, J. (1979). Sample selection bias as a specification error . Econometrica, 47, pp. 153-161.
  10. Hoenack, S.A (1994). Economics, organizations and learning: research directions for the economics of education . Economics of Education Review, 13(2), pp. 147-162.
  11. Montmarquette, C., & Mahseredjian, S. (1989). Could teacher grading practices account for the unexplained variation in school achievements? . Economics of Education Review, 8(4), pp. 335-343.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References