Arnaud Chevalier, Peter Dolton, Melanie Lührmann, 15 July 2017

Feedback has been found to improve exam performance in the context of higher education, but demand for feedback is low among students when obtaining it requires unrewarded effort. This column evaluates how the provision of extrinsic incentives affects students’ effort and performance. Having online learning assessments count towards final grades is found to trigger large participation increases, and better subsequent exam performance. Given the low cost of these interventions, they offer particular promise in higher education.

Events

  • 17 - 18 August 2019 / Peking University, Beijing / Chinese University of Hong Kong – Tsinghua University Joint Research Center for Chinese Economy, the Institute for Emerging Market Studies at Hong Kong University of Science and Technology, the Guanghua School of Management at Peking University, the Stanford Center on Global Poverty and Development at Stanford University, the School of Economics and Management at Tsinghua University, BREAD, NBER and CEPR
  • 19 - 20 August 2019 / Vienna, Palais Coburg / WU Research Institute for Capital Markets (ISK)
  • 29 - 30 August 2019 / Galatina, Italy /
  • 4 - 5 September 2019 / Roma Eventi, Congress Center, Pontificia Università Gregoriana Piazza della Pilotta, 4, Rome, Italy / European Center of Sustainable Development , CIT University
  • 9 - 14 September 2019 / Guildford, Surrey, UK / The University of Surrey

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