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ERIC Number: EJ921822
Record Type: Journal
Publication Date: 2011
Pages: 21
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-0964-5292
Teachers' Evaluations and Students' Achievement: A "Deviation from the Reference" Analysis
Iacus, Stefano M.; Porro, Giuseppe
Education Economics, v19 n2 p139-159 2011
Several studies show that teachers make use of grading practices to affect students' effort and achievement. Generally linearity is assumed in the grading equation, while it is everyone's experience that grading practices are frequently non-linear. Representing grading practices as linear can be misleading both from a descriptive and a prescriptive viewpoint. Here we propose to identify grading practices as "deviations from a reference", which is a fully non-parametric criterion, and measure their effects on achievement based on this classification. To show the effectiveness of our approach, we apply the methodology to a data-set on Italian lower secondary school. (Contains 10 notes, 5 tables, and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Italy