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Full-Text Articles in Social and Behavioral Sciences
Online Teaching Conference - A Blog Post, Manzoor Chowdhury
Online Teaching Conference - A Blog Post, Manzoor Chowdhury
Title III Professional Development Reports
Attended the Online Teaching Conference in Long Beach, California (June 29 – July 1) and got the opportunity to learn about recent trends, new technology, and new challenges in online teaching. Presentations at the conference ranged from narrowly focused topics such as how to create great audio clips to more broad topics on online course design and student engagement. The conference also had sessions for open discussion where anyone could bring up any topic, ask questions, and participate in the discussion. A great conference that certainly helped me as a faculty member in my professional development.
Exploiting A Grading Policy Shift As An Instrument To Estimate Impact Of Grading On Teacher Evaluations, Gavin Johnson
Exploiting A Grading Policy Shift As An Instrument To Estimate Impact Of Grading On Teacher Evaluations, Gavin Johnson
All Graduate Plan B and other Reports, Spring 1920 to Spring 2023
Professors at a university plausibly have an incentive to give higher grades to students, and these higher grades will be reflected in student evaluations, which are used to assess teaching quality, which could have career impacts. This paper takes advantage of a policy shift at the business school at Utah State University that introduced suggested caps on the average course grades that teachers gave. This allowed instrumental variable analysis to correct for bias in OLS estimations of these impacts. The correlation between grades and students' evaluations of teachers was found to be positive suggesting that student evaluations of teachers are …
Grading Exams: 100, 99, 98,...Or A, B, C?, Pradeep Dubey, John Geanakoplos
Grading Exams: 100, 99, 98,...Or A, B, C?, Pradeep Dubey, John Geanakoplos
Cowles Foundation Discussion Papers
No abstract provided.
Grading In Games Of Status: Marking Exams And Setting Wages, Pradeep Dubey, John Geanakoplos
Grading In Games Of Status: Marking Exams And Setting Wages, Pradeep Dubey, John Geanakoplos
Cowles Foundation Discussion Papers
We introduce grading into games of status. Each player chooses effort, producing a stochastic output or score. Utilities depend on the ranking of all the scores. By clustering scores into grades, the ranking is coarsened, and the incentives to work are changed. We first apply games of status to grading exams. Our main conclusion is that if students care primarily about their status (relative rank) in class, they are often best motivated to work not by revealing their exact numerical exam scores (100,99,…,1), but instead by clumping them into coarse categories ( A,B,C ). When student abilities are disparate, the …
Grading In Games Of Status: Marking Exams And Setting Wages, Pradeep Dubey, John Geanakoplos
Grading In Games Of Status: Marking Exams And Setting Wages, Pradeep Dubey, John Geanakoplos
Cowles Foundation Discussion Papers
We introduce grading into games of status. Each player chooses effort, producing a stochastic output or score. Utilities depend on the ranking of all the scores. By clustering scores into grades, the ranking is coarsened, and the incentives to work are changed. We first apply games of status to grading exams. Our main conclusion is that if students care primarily about their status (relative rank) in class, they are often best motivated to work not by revealing their exact numerical exam scores (100,99,…,1), but instead by clumping them into coarse categories ( A,B,C ). When student abilities are disparate, the …
Grading Exams: 100, 99, ..., 1 Or A, B, C? Incentives In Games Of Status, Pradeep Dubey, John Geanakoplos
Grading Exams: 100, 99, ..., 1 Or A, B, C? Incentives In Games Of Status, Pradeep Dubey, John Geanakoplos
Cowles Foundation Discussion Papers
We show that if students care primarily about their status (relative rank) in class, they are best motivated to work not by revealing their exact numerical exam scores (100,99,…,1), but instead by clumping them in broad categories (A,B,C). If their abilities are disparate, the optimal grading scheme awards fewer A’s than there are alpha-quality students, creating small elites. If their abilities are common knowledge, then it is better to grade them on an absolute scale (100 to 90 is an A, etc.) rather than on a curve (top 15% is an A, etc.). We develop criteria for optimal grading schemes …