Abstract
In post-secondary management education, students receive course grades that often include points for extra credit assignments (ECAs). Although ECAs abound on college campuses we found that the literature lacks specific guidelines for faculty on how to use ECAs effectively to facilitate students' learning. To address this gap, the study examines the relationship between students' effort needed to complete an assignment and the number of extra credit and points student expect to get in return. Based on data collected from a sample of 102 college students, we calculated acceptable point ranges for faculty to use for four commonly found ECA types in management education. We employed a technique used in research pricing referred to as Van Westendorp's price sensitivity analysis and modified it to the extra credit setting. Further, our results indicate that there is a non-linear relationship between effort and expected credit points, and this effect is varied by difficulty of course. We conclude with key observations and suggestions for management education and future research.
Highlights
Education, Sensitivity Analysis student pressure [1] it is important to determine how extra credit assignments (ECAs) can be used systematically in the most effective way to impact student learning [4]
This paper explores the relationship between extra credit points and students’ effort on ECAs
Relying on price sensitivity analysis of Van Westendorp and adapting it to the extra credit context, we calculate a range of acceptable points that faculty can use
Summary
Sensitivity Analysis student pressure [1] it is important to determine how ECAs can be used systematically in the most effective way to impact student learning [4]. Many faculties spend significant amount of time designing, administering, and grading ECAs without sufficient and precise knowledge of how this effort justifies the learning outcome or if it does so at all [5]. Faculty today predominately relies on their intuitive knowledge and scant scientific evidence for designing and administering ECAs for their courses. This paper explores the relationship between extra credit points and students’ effort on ECAs. Relying on price sensitivity analysis of Van Westendorp and adapting it to the extra credit context, we calculate a range of acceptable points that faculty can use.
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