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Resitting or compensating a failed examination: does it affect subsequent results?

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Title: Resitting or compensating a failed examination: does it affect subsequent results?
Authors: Arnold, Ivo1 (AUTHOR) arnold@ese.eur.nl
Source: Assessment & Evaluation in Higher Education. 2017, Vol. 42 Issue 7, p1103-1117. 15p.
Subject Terms: *Re-testing in education, *Rating of college students, *Pass-fail grading system, *Educational tests & measurements, Regression discontinuity design
Abstract: Institutions of higher education commonly employ a conjunctive standard setting strategy, which requires students to resit failed examinations until they pass all tests. An alternative strategy allows students to compensate a failing grade with other test results. This paper uses regression discontinuity design to compare the effect of first-year resits and compensations on secondyear study results. We select students with a similar level of knowledge in a first-year introductory course and estimate the treatment effect of a resit on the result for a second-year intermediate course in the same subject. We find that the treatment effect is positive, but insignificantly different from zero. Additional results show that students' overall second-year performance is insignificantly related to the number of compensated failing grades in their first year. The number of attempts that students need to complete their first year does not have a significant positive effect on second-year performance. We conclude that the evidence for a positive effect of resits on learning is weak at best. [ABSTRACT FROM AUTHOR]
Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Resitting or compensating a failed examination: does it affect subsequent results?
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  Data: <searchLink fieldCode="JN" term="%22Assessment+%26+Evaluation+in+Higher+Education%22">Assessment & Evaluation in Higher Education</searchLink>. 2017, Vol. 42 Issue 7, p1103-1117. 15p.
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  Data: *<searchLink fieldCode="DE" term="%22Re-testing+in+education%22">Re-testing in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Rating+of+college+students%22">Rating of college students</searchLink><br />*<searchLink fieldCode="DE" term="%22Pass-fail+grading+system%22">Pass-fail grading system</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+tests+%26+measurements%22">Educational tests & measurements</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+discontinuity+design%22">Regression discontinuity design</searchLink>
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  Data: Institutions of higher education commonly employ a conjunctive standard setting strategy, which requires students to resit failed examinations until they pass all tests. An alternative strategy allows students to compensate a failing grade with other test results. This paper uses regression discontinuity design to compare the effect of first-year resits and compensations on secondyear study results. We select students with a similar level of knowledge in a first-year introductory course and estimate the treatment effect of a resit on the result for a second-year intermediate course in the same subject. We find that the treatment effect is positive, but insignificantly different from zero. Additional results show that students' overall second-year performance is insignificantly related to the number of compensated failing grades in their first year. The number of attempts that students need to complete their first year does not have a significant positive effect on second-year performance. We conclude that the evidence for a positive effect of resits on learning is weak at best. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Assessment & Evaluation in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/02602938.2016.1233520
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        Text: English
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      – SubjectFull: Rating of college students
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      – SubjectFull: Pass-fail grading system
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      – SubjectFull: Educational tests & measurements
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      – SubjectFull: Regression discontinuity design
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