Sachsens Bildungssystem kommt nach einem bundesweiten Vergleich erneut auf den ersten Platz. Damit hat der Freistaat bei dem am Mittwoch in Berlin vorgestellten Bildungsmonitor zum siebten Mal in Folge die Spitzenposition behauptet. Der Freistaat schneidet bei den meisten untersuchten Handlungsfeldern gut ab. Necessary cookies are absolutely essential for the website to function properly.

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My research interests are in education, labor markets, organizations, and public policy. I use lab and field experiments as well as analysis of survey and administrative data to study institutional determinants of changes in people's beliefs and behavior, and how these affect individual and social outcomes.

Our results indicate political leeway for experimental policy evaluation, a practice that is still uncommon in Germany. Information about past performance has been found to sometimes improve and sometimes worsen subsequent performance. We hypothesize that two factors may help to explain this puzzle: which aspect of one's past performance the information refers to and when it is revealed. In a field experiment, students received information about their absolute rank in the last math exam level feedback , their change in ranks between the second last and the last math exam change feedback , or no feedback.

Feedback was given either days early or immediately late before the final math exam of the semester. Both level feedback and change feedback significantly improve students' grades in the final exam when given early and tend to worsen them when given late. The largest effects are found for negative change feedback and are concentrated on male students, who adjust their ability beliefs downwards in response to feedback.

Findings from a lab experiment suggest that salience of the group assignment mechanism matters for how ability grouping affects ability beliefs. If the assignment mechanism is non-salient, it does not matter for subjects' confidence whether they are assigned to the weaker or the stronger group, however, when the group assignment mechanism is salient, weaker group assignment makes people less confident.

Subjects are on average less confident when the group assignment mechanism is salient than when it is non-salient. This is found to be the case due to weaker group assignment making people more underconfident than stronger group assignment making people overconfident, indicating that people overweigh negative information as compared to positive information. These findings may help to understand the effects of ability grouping in the field and may inform the design of educational and workplace environments.

We investigate potential spillover effects from the German Excellence Initiative on university education. Using data from a representative student survey, we find that winning the competition allows universities to enroll significantly better high-school graduates in three subsequent admission terms. We then investigate a possible channel explaining the effect on admissions by studying whether the excellence label improves students' perception of educational quality.

We find that the label significantly improves students' ratings of a university's educational quality and their job market expectations immediately following the award. However, ratings largely return to previous levels when students are surveyed three years later, although the status persists. In this article we develop a taxonomy of behavioral policy measures proposed by Thaler and Sunstein Based on this taxonomy, we discuss the ethical legitimacy of these measures.

First, we explain two common reservations against nudges choice architecture rooted in utilitarian and Kantian ethics. In addition to wellbeing, we identify freedom of action and freedom of will autonomy as relevant ethical criteria. Then, using practical examples, we develop a taxonomy that classifies nudges according to the psychological mechanisms they use and separately discuss the legitimacy of several types of behavioral policy measures.

We hope to thereby make a valuable contribution to the debate on the ethical legitimacy of behavioral policy making. Mira Fischer. Welcome to my website! Previous research has shown that feedback about past performance has ambiguous effects on subsequent performance. We argue that feedback affects beliefs in different dimensions — namely beliefs about the level of human capital and beliefs about the ability to learn — and this may explain some of the ambiguous effects.

We experimentally study the causal effects of an exogenously administered change in beliefs in both of these dimensions on the motivation to learn. We find that confidence in the ability to learn raises incentives, while confidence in the level of human capital lowers incentives for individuals with high levels of human capital.

Since opinion leaders are usually university graduates, the field of study has an influence on public support for economic policies and policy reforms intended to enhance efficiency because advocating such policies often requires appreciation of the beneficial roles of markets and economic freedom. We investigate whether the field of study influences German university students' political attitudes.

We disentangle self-selection from learning effects and reveal systematic differences between incoming students' political attitudes across eight fields of study. In a second step we explore how the students' political attitudes change as they progress in their academic training. Only studying economics has an unambiguous pro-market influence on political attitudes: by the time of graduation, economics students are some 6.

Studying humanities and natural sciences has a pro-leftist influence.


Symposium „Bildungsmonitoring in Österreich“



Prof. Dr. Axel Plünnecke



INSM PM Bildungsmonitor 2012 Bayern



Dr. Christina Anger


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