scholarly journals Report Cards: The Impact of Providing School and Child Test Scores on Educational Markets

2014 ◽  
Author(s):  
Tahir Andrabi ◽  
Jishnu Das ◽  
Asim Ijaz Khwaja
Keyword(s):  
Test Scores ◽  
Report Cards ◽  
The Impact

scholarly journals Report Cards: The Impact of Providing School and Child Test Scores on Educational Markets

2017 ◽  
Vol 107 (6) ◽  
pp. 1535-1563 ◽  
Author(s):  
Tahir Andrabi ◽  
Jishnu Das ◽  
Asim Ijaz Khwaja
Keyword(s):  
Market Efficiency ◽  
Private School ◽  
Test Scores ◽  
Information Provision ◽  
Report Cards ◽  
Public And Private ◽  
Canonical Models ◽  
Subsequent Test ◽  
Private Providers ◽  
The Impact

We study the impact of providing school report cards with test scores on subsequent test scores, prices, and enrollment in markets with multiple public and private providers. A randomly selected half of our sample villages (markets) received report cards. This increased test scores by 0.11 standard deviations, decreased private school fees by 17 percent, and increased primary enrollment by 4.5 percent. Heterogeneity in the treatment impact by initial school test scores is consistent with canonical models of asymmetric information. Information provision facilitates better comparisons across providers, and improves market efficiency and child welfare through higher test scores, higher enrollment, and lower fees. (JEL D83, H75, I21, I28, O15, O18)

scholarly journals Report Cards: The Impact of Providing School and Child Test Scores on Educational Markets

10.1596/29065 ◽  
2017 ◽  
Author(s):  
Tahir Andrabi ◽  
Jishnu Das ◽  
Asim Ijaz Khwaja
Keyword(s):  
Test Scores ◽  
Report Cards ◽  
The Impact

Replicating Anatomical Teaching Specimens using 3D Modelling Embedded within a Multimodal E-Learning Course: A Pre/Post Study Exploring the Impact on Medical Education during COVID-19 (Preprint)

2021 ◽  
Author(s):  
Chelsea Stunden ◽  
Sima Zakani ◽  
Avery Martin ◽  
Shreya Moodley ◽  
John Jacob
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Test Scores ◽  
Student Attitudes ◽  
Congenital Heart ◽  
Secondary Outcome ◽  
First Year ◽  
Undergraduate Medical Students ◽  
E Learning ◽  
The Impact

BACKGROUND The coronavirus disease 2019 (COVID-19) pandemic has had significant effects on anatomy education. During the pandemic, students have had no access to cadavers, which has been the principal way of learning anatomy. We created and tested a customized congenital heart disease e-learning course for medical students that contained interactive 3D models of anonymized pediatric congenital heart defects. OBJECTIVE To assess if a multimodal e-learning course contributed to learning outcomes in a cohort of first year undergraduate medical students study congenital heart diseases. Secondarily, we assess student attitudes and experiences associated with multimodal e-learning. METHODS The pre/post study design involved 290 first year undergraduate medical students. Recruitment was conducted through the course instructors. Data were collected before using the course and after using the course. The primary outcome was knowledge acquisition (test scores). The secondary outcome included attitudes and experiences, as well as time to complete the modules, and browser metadata. RESULTS A total of 141 students were included in the final analysis (N=141). Students’ knowledge significantly improved by an average of 44.6% when using the course (SD 1.73, Z = -10.287, p < 0.001). 88.26% of students were highly motivated to learn with the course and 93.5% of students reported positive experiences with the course. There was a strong correlation between attitudes and experiences, which was statistically significant (rs = 0.687, p<0.001, N = 122). There were no relationships found between change test scores and attitudes or experiences (p>0.05). Students most frequently completed the e-learning course with Chrome (77.3%), and on Apple MacOS (61.0%) or Windows 10 (36.9%). Most students had devices with high-definition screens (83.0%). Most students (58.9%) completed the course in under 3 hours. CONCLUSIONS Multi-modal e-learning could be a viable solution to improving learning outcomes and experiences for undergraduate medical students, who do not have access to cadavers. Future research should focus on validating long-term learning outcomes. CLINICALTRIAL n/a

Access, Sorting, and Achievement: The Short-Run Effects of Free Primary Education in Kenya

2012 ◽  
Vol 4 (4) ◽  
pp. 226-253 ◽  
Author(s):  
Adrienne M Lucas ◽  
Isaac M Mbiti
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Education Program ◽  
Private School ◽  
Test Scores ◽  
School Entry ◽  
Exit Examination ◽  
Free Primary Education ◽  
Short Run ◽  
The Impact

We examine the impact of the Kenyan Free Primary Education program on student participation, sorting, and achievement on the primary school exit examination. Exploiting variation in pre-program dropout rates between districts, we find that the program increased the number of students who completed primary school, spurred private school entry, and increased access for students from disadvantaged backgrounds. We argue that the program was welfare enhancing as it promoted educational access without substantially reducing the test scores of students who would have been in school in the absence of the program. (JEL H52, I21, I28, O15)

scholarly journals Peer instruction versus conventional group work-based teaching in a laboratory exercise on respiratory physiology: a randomized study

2021 ◽  
Vol 45 (4) ◽  
pp. 694-701
Author(s):  
Milan Mohammad ◽  
Søren Lundgaard Viuff ◽  
Marie Warrer Munch ◽  
Ronan M. G. Berg
Keyword(s):  
Teaching Strategies ◽  
Group Work ◽  
Test Scores ◽  
Collaborative Teaching ◽  
Respiratory Physiology ◽  
Conventional Group ◽  
Peer Instruction ◽  
Laboratory Exercise ◽  
N 93 ◽  
The Impact

Collaborative teaching strategies such as peer instruction and conventional group work have previously been shown to enhance meaningful learning, but they have not previously been compared. In this present study, we compared the impact of solving quizzes with peer instruction and conventional group work on immediate learning in a laboratory exercise. A total of 186 second-year medical students were randomized to solve two quizzes by either a peer instruction strategy ( n = 93) or conventional group work ( n = 93) during a mandatory laboratory exercise on respiratory physiology, after which all students completed an individual test. There was no difference in total test scores between groups, but students randomized to peer instruction obtained the highest test scores in solving simple integrated questions. Conversely, students randomized to conventional group work provided the best evaluations of the overall assessment of the laboratory exercise. In conclusion, different collaborative teaching strategies implemented during a laboratory exercise appear to affect immediate learning and student satisfaction differently.

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