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Grading exams : 100,99,98,… or A,B,C?

Dubey, Pradeep; Geanakoplos, John - In: Games and economic behavior 69 (2010) 1, pp. 72-94

Persistent link: https://www.econbiz.de/10008656827

Grading in games of status : marking exams and setting wages

Dubey, Pradeep (contributor); Geanakoplos, John (contributor) - 2005

Persistent link: https://www.econbiz.de/10003468428

Grading in games of status : marking exams and setting wages

Dubey, Pradeep (contributor); Geanakoplos, John (contributor) - 2006 - Rev.

Persistent link: https://www.econbiz.de/10003468429

Grading Exams : 100, 99, 98,...Or A, B, C?

Dubey, Pradeep K. - 2009

. Utilities depend on the ranking of all the scores. By clustering scores into grades, the ranking is coarsened, and the incentives …

Persistent link: https://www.econbiz.de/10013158765

Grading in Games of Status : Marking Exams and Setting Wages

Dubey, Pradeep K. - 2006

incentives to work are changed. We first apply games of status to grading exams. Our main conclusion is that if students care … are disparate, the optimal wage schedule creates different grades than we found with status incentives alone. The very top … status grades are optimal as we found with status incentives alone. A bonus is paid only to scores in the top status grade …

Persistent link: https://www.econbiz.de/10012783453

Grading Exams : 100, 99, ..., 1, or a, B, C?

Dubey, Pradeep K.; Geanakoplos, John - 2004

We show that if students care primarily about their status (relative rank) in class, they are best motivated to work not by revealing their exact numerical exam scores (100, 99, ..., 1), but instead by clumping them in broad categories (A, B, C). If their abilities are disparate, the optimal...

Persistent link: https://www.econbiz.de/10014070454