Do timing and reference frame of feedback influence high-stakes educational outcomes?

Abstract

In a field experiment with fifth and sixth graders in secondary schools, students received feedback about their rank level or the change in their rank in math either a few days or immediately before the school year's final math exam. Early feedback overall enhances exam performance while late feedback worsens it. We find this pattern to hold for level feedback in general and for change feedback when negative. Heterogeneity analyses suggest the effects are mostly driven by boys, who also negatively update ability beliefs in response to feedback.