Decomposing university grades

A Longitudinal Study of Students and Their Instructors

Dados Bibliográficos

ID4098362
AutoresMichael Beenstock (0000-0002-4244-7797, Hebrew University of Jerusalem, autor correspondente), Dan Feldman (0000-0002-7700-9711, Hebrew University of Jerusalem)
Ano2018
Volume43
Fascículo1
Páginas114-133
Data de publicação2018-01-02
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoStudies in Higher Education (JOURNAL)
Identificadores do periódicoISSN: 0307-5079 • E-ISSN: 1470-174X
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2016.1157858
OpenAlexW2305780907
IdiomaEN
Citações recebidas4
Referências citadas28

First-degree course grades for a cohort of social science students are matched to their instructors, and are statistically decomposed into departmental, course, instructor, and student components. Student ability is measured alternatively by university acceptance scores, or by fixed effects estimated using panel data methods. After controlling for student ability, course characteristics, and instructor fixed effects, departmental grade differentials range over 7 points out of 100. Instructors who teach in more than one department grade more generously in departments that award higher grades, suggesting that differential grading policy is set by departments and does not result from unobserved differences in instructor quality and teaching material. Finally, student fixed effects, which measure ability at university, are correlated to 0.41 with their university entrance scores, which measure ability prior to university. This suggests that university entrance scores are poor predictors of student performance in higher education

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