Assessment Drives Learning: The Effect of Central Exit Exams on Curricular Knowledge and Mathematical Literacy

By Hendrik Jürges, Kerstin Schneider, Martin Senkbeil, Claus H. Carstensen. Social Science Research Network, 2009

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In this paper, we use data from the German PISA 2003 sample to study the effects of central exit examinations on student performance, student attitudes, and teacher behavior. Unlike earlier studies we use (i) a value-added measure to pin down the effect of central exit exams on learning in the last year before the exam and (ii) separate test scores for mathematical literacy and curriculum-based knowledge. The findings indicate that central exit exams only improve curriculum-based knowledge but do not affect mathematical literacy. Moreover, teachers in German states with central exit examinations are more active and tend to be more performance oriented. Students, although showing a better performance, are less motivated in school.

Subfields: Demography, Education, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/bef2e9522daf20412d9435532d2b51fea4064463

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Citations in the corpus

The Importance of School Systems: Evidence from International Differences in Student Achievement (2016, background): “…to including continental fixed 19 Using a longitudinal component of the German PISA 2003 test which tested 9th-grade students again one year later, Jürges et al. (2012) confirm that external exit exams have a positive effect on the value-added in math achievement in the last year before the exit…”