Comparability of Semester and Exit Exam Grades: Long-Term Effect of the Implementation of State-Wide Exit Exams

Autor/inn/en	Maag Merki, Katharina; Holmeier, Monika
Titel	Comparability of Semester and Exit Exam Grades: Long-Term Effect of the Implementation of State-Wide Exit Exams
Quelle	In: School Effectiveness and School Improvement, 26 (2015) 1, S.57-74 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2013.861353
Schlagwörter	Foreign Countries; Educational Assessment; Exit Examinations; Longitudinal Studies; Secondary Schools; Secondary School Students; Standardized Tests; Achievement Tests; Mathematics Tests; Grades (Scholastic); Comparative Analysis; Robustness (Statistics); Student Surveys; Correlation; Germany; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Ausland; Education; assessment; Bewertungssystem; Final examination; Abschlussprüfung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarschule; Sekundarschüler; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Notenspiegel; Widerstandsfähigkeit; Schülerbefragung; Korrelation; Deutschland
Abstract	A goal in many countries is to institute state-wide exams to base student assessment more firmly on norms for all classes. This raises the question as to the extent to which greater standardization of grading practice can be reached by implementing state-wide exit exams. Since there is a lack of longitudinal studies, we analyzed the effect of the implementation of state-wide exit exams in all 19 academic upper secondary schools (N = 19) in the German state of Bremen over 5 years. We used a standardized achievement test in mathematics and students' exit exam and semester grades. For the advanced courses, the results show a standardization effect at the school level and for semester grades. No standardization effect is found for the exit exams on the individual level. For the basic courses, the results show positive effects for semester and exit exams grades. Theoretical and practical implications as well as the robustness of the findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01