| 来源类型 | Discussion paper
|
| 规范类型 | 论文
|
| 来源ID | DP11716
|
| DP11716 Gender Dierences in Academic Performance: The Role of Negative Marking in Multiple-Choice Exams |
| Helena Perrone; Patricia Funk
|
| 发表日期 | 2016-12-20
|
| 出版年 | 2016
|
| 语种 | 英语
|
| 摘要 | We investigate whether penalizing wrong answers on multiple-choice tests ("negative marking") makes females relatively worse o compared
to males (the comparison being no penalties for wrong answers). With a cohort of more than 500 undergraduate students at a major Span-
ish university, we conducted a eld experiment in the Microeconomics course. We created a final exam, which was composed of two parts: one
with penalties for wrong answers and one without. Students were randomly allocated to different exam permutations, which differed in the
questions that carried penalties for wrong answers. We find that the penalties did not harm female students. Females performed better than
males on both parts of the exam and did so to a greater extent on the part with penalties. Whereas risk aversion did not affect overall scores
(despite affecting answering behavior), ability did. High-ability students performed relatively better with negative marking, and these were more likely to be women. |
| 主题 | Labour Economics
|
| URL | https://cepr.org/publications/dp11716
|
| 来源智库 | Centre for Economic Policy Research (United Kingdom)
|
| 资源类型 | 智库出版物
|
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/540530
|
推荐引用方式
GB/T 7714 |
Helena Perrone,Patricia Funk. DP11716 Gender Dierences in Academic Performance: The Role of Negative Marking in Multiple-Choice Exams. 2016.
|
除非特别说明，本系统中所有内容都受版权保护，并保留所有权利。
