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The impact of hidden grades on student decision-making and academic performance: An examination of a policy change at MIT.

機譯：隱性成績對學(xué)生決策和學(xué)習(xí)成績的影響：對麻省理工學(xué)院政策變化的考察。

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摘要

Colleges and universities work hard to create environments that encourage student learning, and they develop grading policies, in part, to motivate their students to perform well. Grades provide two kinds of information about a student's abilities and learned knowledge: internal information that informs the students themselves about the university's assessment of their talents and competencies; and external information that informs faculty, other institutions, and potential employers about student performance.;At the Massachusetts Institute of Technology (MIT), freshman grading policies were changed in the fall of 2002 in an effort to better prepare freshmen for the academic rigors of sophomore year and beyond. Prior to the 2002-03 academic year, all freshmen at MIT received "hidden" grades in both semesters of their freshman year. A hidden grade is a letter grade that is communicated to the student but is recorded as pass/no-record on the student's official transcript.;Beginning in the fall of 2002, freshmen received hidden grades for the first semester only of their freshman year. Therefore, pre- and post-2002 freshmen received the same internal information on their grades in the second semester, but post-2002 freshmen were subject to this information being shared externally. In this study, I estimated the causal impact of MIT's having hidden versus externally-shared grades on subsequent student decision-making and academic performance by taking advantage of the natural experiment that was inaugurated by this policy change.;I looked specifically at the impact of the grading-policy change on freshman spring semester GPA, credit units taken, the probability of declaring early sophomore status, and the probability of taking a more mathematically advanced version of Physics II. I found that freshmen with externally-shared grades, on average, earned higher GPAs, had a higher probability of declaring early sophomore standing, took slightly fewer credit hours, and had a slightly lower probability of taking a more rigorous version of Physics II, compared to freshmen with hidden grades second semester. Also, for three of my four outcomes, I found that the estimated effect of the grading-policy change differed by the level of a student's pre-college academic performance.
機譯：高校努力創(chuàng)建鼓勵學(xué)生學(xué)習(xí)的環(huán)境，并制定分級政策，以部分激發(fā)學(xué)生的良好表現(xiàn)。成績提供有關(guān)學(xué)生的能力和所學(xué)知識的兩種信息：內(nèi)部信息，使學(xué)生自己了解大學(xué)對他們的才能和能力的評估；以及向教師，其他機構(gòu)和潛在雇主提供有關(guān)學(xué)生表現(xiàn)的外部信息。；麻省理工學(xué)院（MIT）于2002年秋季對新生分級政策進行了更改，以更好地為新生適應(yīng)嚴峻的學(xué)術(shù)環(huán)境做準備。二年級及以后在2002-03學(xué)年之前，麻省理工學(xué)院的所有新生在其新生的兩個學(xué)期都獲得了“隱性”成績。隱藏成績是傳達給學(xué)生的字母成績，但在學(xué)生的正式成績單上記錄為及格/未記錄。從2002年秋季開始，新生僅在新生第一學(xué)期獲得隱藏成績。因此，2002年之前和之后的新生在第二學(xué)期收到有關(guān)其年級的相同內(nèi)部信息，但是2002年之后的新生必須與外部共享此信息。在這項研究中，我通過利用這項政策變化引發(fā)的自然實驗，估算了MIT的隱藏與外部共享成績對隨后的學(xué)生決策和學(xué)習(xí)成績的因果關(guān)系影響。新生春季學(xué)期GPA的等級政策變化，學(xué)分單位，宣布二年級早期狀態(tài)的可能性以及采用數(shù)學(xué)上更高級的Physics II的可能性。我發(fā)現(xiàn)，與外部共享成績的新生相比，平均而言，他們的平均GPA更高，宣布二年級初中生的機率更高，學(xué)分時數(shù)較少，而參加嚴格的Physics II的可能性則稍低。給第二學(xué)期有隱藏成績的新生。另外，對于我的四個結(jié)果中的三個，我發(fā)現(xiàn)，分級政策變化的估計效果因?qū)W生的大學(xué)預(yù)科學(xué)習(xí)成績水平而異。

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  • 作者

    Harris, Gregory A.;

  • 作者單位

    Harvard University.;

  • 授予單位 Harvard University.;
  • 學(xué)科 Education Higher.
  • 學(xué)位 Ed.D.
  • 年度 2010
  • 頁碼 94 p.
  • 總頁數(shù) 94
  • 原文格式 PDF
  • 正文語種 eng
  • 中圖分類
  • 關(guān)鍵詞

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