Department of Political Science

Learning from Performance Information

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

Standard

Learning from Performance Information. / Andersen, Simon Calmar; Nielsen, Helena Skyt.

In: Journal of Public Administration Research and Theory, Vol. 30, No. 3, 2020, p. 415-431.

Research output: Contribution to journal/Conference contribution in journal/Contribution to newspaperJournal articleResearchpeer-review

Harvard

Andersen, SC & Nielsen, HS 2020, 'Learning from Performance Information', Journal of Public Administration Research and Theory, vol. 30, no. 3, pp. 415-431. https://doi.org/10.1093/jopart/muz036

APA

Andersen, S. C., & Nielsen, H. S. (2020). Learning from Performance Information. Journal of Public Administration Research and Theory, 30(3), 415-431. https://doi.org/10.1093/jopart/muz036

CBE

Andersen SC, Nielsen HS. 2020. Learning from Performance Information. Journal of Public Administration Research and Theory. 30(3):415-431. https://doi.org/10.1093/jopart/muz036

MLA

Vancouver

Andersen SC, Nielsen HS. Learning from Performance Information. Journal of Public Administration Research and Theory. 2020;30(3):415-431. https://doi.org/10.1093/jopart/muz036

Author

Andersen, Simon Calmar ; Nielsen, Helena Skyt. / Learning from Performance Information. In: Journal of Public Administration Research and Theory. 2020 ; Vol. 30, No. 3. pp. 415-431.

Bibtex

@article{0056de3a3fd84659a5d96e77ba91ae50,
title = "Learning from Performance Information",
abstract = "Years of research on performance management has generally concluded that performance information is seldom used purposefully by public managers and that it does not improve performance as intended. More recently, both theoretical and empirical work have begun to focus on situations in which performance management may facilitate internal organizational learning. In this study, we focus on one key component in performance management systems, namely generation of performance information. Based on a Bayesian learning model, we argue that generation of performance information at the individual level may create performance improvements because both users and frontline workers may learn where to prioritize their efforts. To test the isolated effect of this key component of any performance management system, we use as-good-as-random variation in exposure of students to testing because of a technical breakdown in an IT system. We identify the effect of testing on student learning measured two years after the breakdown. Results show positive and statistically significant effects of about 0.1 standard deviations, which is comparable to much more expensive interventions, and effects tend to persist after four years. We find larger effects for students with low socioeconomic status but also that schools with many students from this group are more reluctant to measure their performance. Implications and limitations in terms of increasing the level of student testing are discussed.",
author = "Andersen, {Simon Calmar} and Nielsen, {Helena Skyt}",
year = "2020",
doi = "10.1093/jopart/muz036",
language = "English",
volume = "30",
pages = "415--431",
journal = "Journal of Public Administration Research and Theory",
issn = "1053-1858",
publisher = "Oxford University Press",
number = "3",

}

RIS

TY - JOUR

T1 - Learning from Performance Information

AU - Andersen, Simon Calmar

AU - Nielsen, Helena Skyt

PY - 2020

Y1 - 2020

N2 - Years of research on performance management has generally concluded that performance information is seldom used purposefully by public managers and that it does not improve performance as intended. More recently, both theoretical and empirical work have begun to focus on situations in which performance management may facilitate internal organizational learning. In this study, we focus on one key component in performance management systems, namely generation of performance information. Based on a Bayesian learning model, we argue that generation of performance information at the individual level may create performance improvements because both users and frontline workers may learn where to prioritize their efforts. To test the isolated effect of this key component of any performance management system, we use as-good-as-random variation in exposure of students to testing because of a technical breakdown in an IT system. We identify the effect of testing on student learning measured two years after the breakdown. Results show positive and statistically significant effects of about 0.1 standard deviations, which is comparable to much more expensive interventions, and effects tend to persist after four years. We find larger effects for students with low socioeconomic status but also that schools with many students from this group are more reluctant to measure their performance. Implications and limitations in terms of increasing the level of student testing are discussed.

AB - Years of research on performance management has generally concluded that performance information is seldom used purposefully by public managers and that it does not improve performance as intended. More recently, both theoretical and empirical work have begun to focus on situations in which performance management may facilitate internal organizational learning. In this study, we focus on one key component in performance management systems, namely generation of performance information. Based on a Bayesian learning model, we argue that generation of performance information at the individual level may create performance improvements because both users and frontline workers may learn where to prioritize their efforts. To test the isolated effect of this key component of any performance management system, we use as-good-as-random variation in exposure of students to testing because of a technical breakdown in an IT system. We identify the effect of testing on student learning measured two years after the breakdown. Results show positive and statistically significant effects of about 0.1 standard deviations, which is comparable to much more expensive interventions, and effects tend to persist after four years. We find larger effects for students with low socioeconomic status but also that schools with many students from this group are more reluctant to measure their performance. Implications and limitations in terms of increasing the level of student testing are discussed.

U2 - 10.1093/jopart/muz036

DO - 10.1093/jopart/muz036

M3 - Journal article

VL - 30

SP - 415

EP - 431

JO - Journal of Public Administration Research and Theory

JF - Journal of Public Administration Research and Theory

SN - 1053-1858

IS - 3

ER -