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The Impact of Assignments and Quizzes on Exam Grades: A Difference-in-Difference Approach

Ehsan Latif & Stan Miles

Journal of Statistics and Data Science Education2020https://doi.org/10.1080/10691898.2020.1807429article
ABDC B
Weight
0.60

What the paper says

Using data on students at a Canadian business school, this article studies the effect of homework assignments and in-class quizzes on exam performance. Based on a difference-in-difference approach, assignments had a statistically discernible positive impact on exam grades for the overall sample. When broken down by gender, assignments had a positive impact on exam grades for males but no statistically discernible impact for females. Quizzes had no statistically discernible impact overall or for either gender. When broken down by student residency status, both assignments and quizzes positively impacted exam grades for international students, but there was no statistically discernible impact of assignments or quizzes for domestic students.

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https://doi.org/https://doi.org/10.1080/10691898.2020.1807429

Or copy a formatted citation

@article{ehsan2020,
  title        = {{The Impact of Assignments and Quizzes on Exam Grades: A Difference-in-Difference Approach}},
  author       = {Ehsan Latif & Stan Miles},
  journal      = {Journal of Statistics and Data Science Education},
  year         = {2020},
  doi          = {https://doi.org/https://doi.org/10.1080/10691898.2020.1807429},
}

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The Impact of Assignments and Quizzes on Exam Grades: A Difference-in-Difference Approach

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Evidence weight

0.60

Balanced mode · F 0.40 / M 0.15 / V 0.05 / R 0.40

F · citation impact0.64 × 0.4 = 0.26
M · momentum0.80 × 0.15 = 0.12
V · venue signal0.50 × 0.05 = 0.03
R · text relevance †0.50 × 0.4 = 0.20

† Text relevance is estimated at 0.50 on the detail page — for your query’s actual relevance score, open this paper from a search result.