We provide evidence on whether providing university students with feedback on their past exam performance affects their future exam performance. Our identification strategy exploits a natural experiment in a leading UK university where different departments have historically different rules on the provision of feedback to their students. We find that the provision of feedback has a positive effect on students' subsequent test scores: the mean impact corresponds to 13% of a standard deviation in test scores. The impact of feedback is stronger formore able students and for studentswho have less information to start with about the academic environment, while no subset of individuals is found to be discouraged by feedback. Our findings suggest that students have imperfect information on how their effort translates into test scores and that the provision of feedback might be a cost-effective means to increase students' exam performance.
Blissfull Ignorance? Evidence from a Natural Experiment on the Effect of Individual Feedback on Performance
LARCINESE, VALENTINO;
2015
Abstract
We provide evidence on whether providing university students with feedback on their past exam performance affects their future exam performance. Our identification strategy exploits a natural experiment in a leading UK university where different departments have historically different rules on the provision of feedback to their students. We find that the provision of feedback has a positive effect on students' subsequent test scores: the mean impact corresponds to 13% of a standard deviation in test scores. The impact of feedback is stronger formore able students and for studentswho have less information to start with about the academic environment, while no subset of individuals is found to be discouraged by feedback. Our findings suggest that students have imperfect information on how their effort translates into test scores and that the provision of feedback might be a cost-effective means to increase students' exam performance.
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