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Could teacher grading practices account for unexplained variation in school achievements?

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  • Montmarquette, Claude
  • Mahseredjian, Sophie

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  • Montmarquette, Claude & Mahseredjian, Sophie, 1989. "Could teacher grading practices account for unexplained variation in school achievements?," Economics of Education Review, Elsevier, vol. 8(4), pages 335-343, August.
    • Handle: RePEc:eee:ecoedu:v:8:y:1989:i:4:p:335-343
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    Cited by:

    1. Miguel Ricardo Rueda, 2006. "Efecto De Exigencia En Calificación Sobre El Desempeno Académico. Estudio De Los Cursos De Matemáticas Básicos En La Universidad De Los Andes," Documentos CEDE 2414, Universidad de los Andes, Facultad de Economía, CEDE.
    2. DUFOUR, Jean-Marie & JASIAK, Joanna, 1998. "Finite-Sample Inference Methods for Simultaneous Equations and Models with Unobserved and Generated Regressors," Cahiers de recherche 9812, Universite de Montreal, Departement de sciences economiques.
    3. Stefanie Dufaux, 2012. "Assessment for Qualification and Certification in Upper Secondary Education: A Review of Country Practices and Research Evidence," OECD Education Working Papers 83, OECD Publishing.
    4. Hans Bonesrønning, 2004. "Do the teachers' grading practices affect student achievement?," Education Economics, Taylor & Francis Journals, vol. 12(2), pages 151-167.
    5. Correa, Hector, 2003. "A game theoretical analysis of the educational impact of differences in the abilities and work ethics of teachers and students," Journal of Behavioral and Experimental Economics (formerly The Journal of Socio-Economics), Elsevier, vol. 32(3), pages 249-263, July.
    6. Bonesronning, Hans, 1999. "The variation in teachers' grading practices: causes and consequences," Economics of Education Review, Elsevier, vol. 18(1), pages 89-106, February.

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