Titelaufnahme

Titel
Does increased teacher accountability decrease leniency in grading? / Patrick A. Puhani (Leibniz Universität Hannover, CReAM, University College London, SEW, University of St. Gallen and IZA), Philip Yang (Eberhard Karls Universität Tübingen, LEAD Graduate School & Research Network) ; IZA Institute of Labor Economics
VerfasserPuhani, Patrick A. ; Yang, Philip
KörperschaftForschungsinstitut zur Zukunft der Arbeit
ErschienenBonn, Germany : IZA Institute of Labor Economics, October 2019
Ausgabe
Elektronische Ressource
Umfang1 Online-Ressource (22 Seiten) : Diagramme
SerieDiscussion paper ; no. 12684
URNurn:nbn:de:hbz:5:2-202030 
Zugriffsbeschränkung
 Das Dokument ist öffentlich zugänglich im Rahmen des deutschen Urheberrechts.
Volltexte
Does increased teacher accountability decrease leniency in grading? [0.4 mb]
Links
Nachweis
Verfügbarkeit In meiner Bibliothek
Zusammenfassung

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.