Actionable information feedback in relative grading : Evidence from a field experiment

Our study explored the effects of rank information on university students by conducting a field experiment using sequential interventions of rank information feedback. The students reacted to the rank information only after receiving a grade evaluation. We found that the effect of rank information feedback on subsequent performances of students can be negative or positive, depending on the timing of information feedback. Our findings suggest that applications of relative performance information feedback should be considered with caution in actual educational environments