Abstract:

We investigate the impact of continuous relative feedback performance provision on student outcomes. While previous studies highlight the high implementation costs of this kind of feedback, the increasing adoption of technologies in education (Ed-Tech) has significantly lowered these costs. We conducted a classroom experiment comparing the provision of real-time relative feedback and the provision of final ranking at the end of the test. Our results suggest that student’s performance and effort are consistently higher when real-time relative feedback is implemented regardless of the provision of incentives. This result suggest that grades are not essential to improve performance. We also found that when feedback is continuously provided to students, low-achiever students perform more compared to students who receive the final ranking only. Students seem to be more motivated when they continuously receive information about the return of their efforts. The implementation of real-time relative feedback might be efficient to increase students’ engagement.

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