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| Autor/in | Proud, Steven |
|---|---|
| Titel | Resits in Higher Education: Merely a Bar to Jump Over, or Do They Give a Pedagogical "Leg Up"? |
| Quelle | In: Assessment & Evaluation in Higher Education, 40 (2015) 5, S.681-697 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0260-2938 |
| DOI | 10.1080/02602938.2014.947241 |
| Schlagwörter | Higher Education; Student Promotion; Microeconomics; Achievement Gains; Testing Programs; Economics Education; College Freshmen; Performance Based Assessment; Academic Failure; Academic Achievement; Experimental Groups; Control Groups; Least Squares Statistics; Pass Fail Grading; Robustness (Statistics); Test Validity; Educational Practices; Foreign Countries; United Kingdom (England) |
| Abstract | When students fail an examination at the end of their first year, they are offered a resit examination, which they merely need to pass to progress into the second year. These resits anecdotally provide a dual purpose of testing that students have achieved the required level of attainment to progress, and incentivising additional effort. This paper uses regression discontinuity design to attempt to estimate the effect of resits in first year statistics with econometrics examinations on future outcomes. Whilst resits alone appear to make zero significant effect on outcomes, students who perform well in the resit examination perform 0.7 standard deviations better in second-year microeconomics than similar students who do not receive resit examinations. These effects, if replicated more widely, could be worth up to £48,000 across the lifetime of each student. (As Provided). |
| Anmerkungen | Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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