Abstract

In this study, the authors investigated three questions: whether students’ outcomes were improved by grading participation more intensely; who benefits most from increased participation; and, whether students who would benefit from more intensive grading choose it when they are given the choice. An eight-month field experiment was used to elicit students’ preferences for and randomly assign them to different grading intensities. The authors found that grading students on weekly participation is more effective than biweekly and that students who prefer not to be graded weekly, with lower GPAs and lower self-control scores, benefit most from the weekly participation grading intervention. When students were given a choice, however, those who would benefit the most were no more likely to choose weekly grading than were others.

摘要

在这项研究中，作者调查了三个问题：通过更严格地分级参与来提高学生的学习成绩吗？谁从增加参与中受益最大？并且，如果学生会从选择中得到更深入的评分，那么他们是否会选择它。进行了为期八个月的现场实验，以激发学生的喜好，并将他们随机分配给不同的评分强度。作者发现，对每周参加的学生进行评分要比每两周进行一次评分更为有效，而那些不希望每周评分，GPA较低且自我控制得分较低的学生则受益于每周参加的评分干预。但是，当给学生选择时，受益最大的人选择每周评分的可能性不会比其他人高。