| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w24004 |
| 来源ID | Working Paper 24004 |
| Measuring Success in Education: The Role of Effort on the Test Itself | |
| Uri Gneezy; John A. List; Jeffrey A. Livingston; Sally Sadoff; Xiangdong Qin; Yang Xu | |
| 发表日期 | 2017-11-13 |
| 出版年 | 2017 |
| 语种 | 英语 |
| 摘要 | Tests measuring and comparing educational achievement are an important policy tool. We experimentally show that offering students extrinsic incentives to put forth effort on such achievement tests has differential effects across cultures. Offering incentives to U.S. students, who generally perform poorly on assessments, improved performance substantially. In contrast, Shanghai students, who are top performers on assessments, were not affected by incentives. Our findings suggest that in the absence of extrinsic incentives, ranking countries based on low-stakes assessments is problematic because test scores reflect differences in intrinsic motivation to perform well on the test itself, and not just differences in ability. |
| 主题 | Econometrics ; Experimental Design ; Health, Education, and Welfare ; Education |
| URL | https://www.nber.org/papers/w24004 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/581678 |
| 推荐引用方式 GB/T 7714 | Uri Gneezy,John A. List,Jeffrey A. Livingston,et al. Measuring Success in Education: The Role of Effort on the Test Itself. 2017. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w24004.pdf（1699KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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