Student Feedback, Parent-Teacher Communication, and Academic Performance: Experimental Evidence from Rural China
Student Feedback, Parent-Teacher Communication, and Academic Performance: Experimental Evidence from Rural China
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DOI：
10.2139/ssrn.3129291
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发表时间：
2018-02
期刊：
影响因子：
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通讯作者：
S. Siebert;Ho Lun Wong;Xiangdong Wei;Xiang Zhou
中科院分区：
文献类型：
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作者：
S. Siebert;Ho Lun Wong;Xiangdong Wei;Xiang Zhou
本研究报告了一项随机对照试验，以改善教师-学生-家长反馈，在中国农村县进行了许多留守儿童。数据收集自4 000多名小学生（8至10岁），历时两个学期。我们发现，每两周一次的学生反馈，使用我们的特殊记分卡的学业和行为提高数学成绩的0.16至0.20标准差，与0.09的语言。将这些评估也传达给父母，会为留守儿童带来更大的数学收益，约为0.30标准差。因此，对更好的反馈进行低成本投资，可以带来显著的成就收益，特别是对处境不利的儿童而言。
This study reports a randomized controlled trial to improve teacher-student-parent feedback, conducted in a rural county in China with many left-behind children. Data are collected from over 4,000 primary schoolchildren (8 to 10 years old) over two school terms. We find that bi-weekly student feedbacks using our special scorecard of schoolwork and behavior improve mathematics results by 0.16 to 0.20 standard deviations, with 0.09 for language. Communicating these assessments also to parents produces further large mathematics benefits for young left-behind children, about 0.30 standard deviations. A low-cost investment in better feedback thus brings significant achievement gains especially for disadvantaged children.