Assigned seating in students’ exams: A field experiment
I set up an experiment to examine the effects of assigned seating versus free seating on the multiple-choice part of exam scores during students’ bachelor final exams. Using a simple multiple regression, I find that students in the assigned seating group perform significantly better than students in the free seating group. Students sitting in the back of an examination block generally perform worse; this effect disappears when seats are assigned. I furthermore find that giving different students different versions of the exam does not alter their scores. The assigned seating system is easier to use according to the proctors supervising.
Wed, May 31 2017 at 00:00 (CEST)