What researchers studied

Preregistered randomized controlled trial assigning undergraduate students to receive either their absolute midterm score alone or the score plus their percentile rank within the class. 386 undergraduate students across four applied economics and business-related degree programs at Universidad Rey Juan Carlos in Madrid, Spain

What they found

  • Students offered percentile-rank feedback scored 0.41 points higher on the 0 to 10 final-exam scale after adjustment for baseline performance and student characteristics.
  • The average gain was equivalent to 0.17 standard deviations and was larger for students with lower baseline performance, female students, and students not receiving extra classes.
  • Students who had overestimated their standing gained 0.67 points on average, while estimates for accurate and pessimistic students were not statistically distinguishable from zero.
  • The intervention tested one short-term informational message between a midterm and final exam, not a full academic-support program.

What the study does not prove

  • The experiment involved one Spanish public university and four applied economics and business-related programs.
  • Some subgroup estimates were imprecise and should not be treated as reliable evidence that the same message helps every type of student.
  • The study measured only final-exam performance within the same semester, so persistence into later courses or graduation is unknown.
  • Students' expected performance was self-reported on an ordinal scale, and translating those expectations onto the 0 to 10 grade scale required researcher judgment.

Evidence strength: Strong preregistered randomized evidence for short-term final-exam performance in one Spanish university; working paper.

Why this matters for families

If a college student says everything is fine, look for evidence that is specific enough to guide the next decision without turning comparison into shame.

Noor interpretation

How Noor translates the evidence into practice

Encouragement is not enough when a student has an inaccurate picture of their performance. Honest feedback is most useful when it is delivered with context, emotional intelligence, and a concrete plan for what to change next.

Noor Lyra can combine direct evidence from assessments and student work with calm explanation, skill diagnosis, and a personalized response rather than relying on vague reassurance or comparison alone.

Read the original source

Noor links to the original or authoritative source so families can distinguish the evidence itself from our interpretation.

Open original source →

DOI: 10.26300/za71-7x46

Research notes

college successperformance feedbackstudent expectationsassessmentacademic coaching

No single study determines a student's plan. Noor uses research as one input alongside the learner's goals, observed performance, academic context, and response to instruction.