Arbeitspapier
Does Increased Teacher Accountability Decrease Leniency in Grading?
Because accountability may improve the comparability that is compromised by lenient grading, we compare exit exam outcomes in the same schools before and after a policy change that increased teacher accountability by anchoring grading scales. In particular, using a large administrative dataset of 364,445 exit exam outcomes for 72,889 students, we assess the effect of introducing centralized scoring standards into schools with higher and lower quality peer groups. We find that implementation of these standards increases scoring differences between the two school types by about 25 percent.
- Sprache
-
Englisch
- Erschienen in
-
Series: IZA Discussion Papers ; No. 12684
- Klassifikation
-
Wirtschaft
Public Administration; Public Sector Accounting and Audits
Education and Research Institutions: General
Education: Government Policy
- Thema
-
subjective performance evaluation
rating standards
policy reform
transparency
- Ereignis
-
Geistige Schöpfung
- (wer)
-
Puhani, Patrick A.
Yang, Philip
- Ereignis
-
Veröffentlichung
- (wer)
-
Institute of Labor Economics (IZA)
- (wo)
-
Bonn
- (wann)
-
2019
- Handle
- Letzte Aktualisierung
-
10.03.2025, 11:45 MEZ
Datenpartner
Dieses Objekt wird bereitgestellt von:
ZBW - Deutsche Zentralbibliothek für Wirtschaftswissenschaften - Leibniz-Informationszentrum Wirtschaft. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
ZBW - Deutsche Zentralbibliothek für Wirtschaftswissenschaften - Leibniz-Informationszentrum Wirtschaft. Bei Fragen zum Objekt wenden Sie sich bitte an den Datenpartner.
Objekttyp
- Arbeitspapier
Beteiligte
- Puhani, Patrick A.
- Yang, Philip
- Institute of Labor Economics (IZA)
Entstanden
- 2019
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