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This paper develops a model of student effort that examines how student effort adjusts when the probability of a missed exam or being allowed to take a makeup exam changes. A survey of 251 college instructors provides several key insights including that instructors’ attitudes towards giving a makeup exam depend on the reason a makeup is needed. Also, in an ‘oversleeping’ scenario, factors that significantly affect instructor willingness to offer a makeup depend on experience, method of course delivery, part-time instructor status, weight of exam in course grade, and attitude towards grade flexibility.

Offering makeup exams: do teachers care ‘what happened’?