The Impact of Diagnostic Feedback to Teachers on Student Learning
Experimental Evidence from India
Bibliographic Data
| ID | 9714364 |
|---|---|
| Authors | Karthik Muralidharan (0000-0001-8135-6225, University of California San Diego), Venkatesh Sundararaman (0000-0002-6310-6270, World Bank) |
| Year | 2010 |
| Volume | 120 |
| Issue | 546 |
| Pages | F187-F203 |
| Publication date | 2010-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Economic Journal (JOURNAL) |
| Journal identifiers | ISSN: 0013-0133 • E-ISSN: 1468-0297 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/j.1468-0297.2010.02373.x |
| OpenAlex | W1592393329 |
| Language | EN |
| Citations received | 25 |
| References cited | 19 |
We present experimental evidence on the impact of a programme that provided low-stakes diagnostic tests and feedback to teachers, and low-stakes monitoring of classroom processes across a representative set of schools in the Indian state of Andhra Pradesh. We find teachers in treatment schools exerting more effort when observed in the classroom but students in these schools do no better on independently-administered tests than students in schools that did not receive the programme. This suggests that though teachers in the programme schools worked harder while being observed, there was no impact of the feedback and monitoring on student learning outcomes. Copyright © The Author(s). Journal compilation © Royal Economic Society 2010
Mathematics education · Medical education · Pedagogy · Set (abstract data type · State (computer science · Auditing, Earnings Management, Governance · Computer Science · Experimental Behavioral Economics Studies · Medicine · Psychology · School Choice and Performance
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| Citations per year | 1.67 |
|---|---|
| Citation span | 2011 - 2026 (16) |
| Highly cited | No |