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Does Supportive Feedback on Class Rank Improve Scores for Intermediate-Level Microeconomics?

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Bibliographic Details
Title: Does Supportive Feedback on Class Rank Improve Scores for Intermediate-Level Microeconomics?
Language: English
Authors: Chanita C. Holmes, Marlon R. Tracey
Source: Journal of Economic Education. 2025 56(1):22-29.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 8
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Class Rank, Economics Education, Grades (Scholastic), Advanced Courses, Intervention, Student Improvement, Educational Practices, Microeconomics, Homework, Undergraduate Students, State Universities, Electronic Mail, Tests
Geographic Terms: Virginia
DOI: 10.1080/00220485.2024.2399591
ISSN: 0022-0485
2152-4068
Abstract: Instructors may use low-cost, light-touch strategies to help students achieve optimal effort in demanding upper-level courses. The authors of this study exploit an intervention that provides a series of personalized feedback emails to students about their relative performance, which is tied to approving messages or tips that encourage improvement. The authors analyze the efficacy of this supportive rank feedback in an intermediate-level microeconomics theory course, given the challenges it poses to students. Evidence shows gains from feedback across the grade distribution, but they are short-lived and decline toward zero as the course progresses.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1455827
Database: ERIC
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Description
Abstract:Instructors may use low-cost, light-touch strategies to help students achieve optimal effort in demanding upper-level courses. The authors of this study exploit an intervention that provides a series of personalized feedback emails to students about their relative performance, which is tied to approving messages or tips that encourage improvement. The authors analyze the efficacy of this supportive rank feedback in an intermediate-level microeconomics theory course, given the challenges it poses to students. Evidence shows gains from feedback across the grade distribution, but they are short-lived and decline toward zero as the course progresses.
ISSN:0022-0485
2152-4068
DOI:10.1080/00220485.2024.2399591