International Comparisons of Entrance and Exit Examinations: Japan, United Kingdom, France, and Germany.

Autor/inn/en	Stevenson, Harold W.; Lee, Shin-ying
Institution	Office of Educational Research and Improvement (ED), Washington, DC. Media and Information Services.
Titel	International Comparisons of Entrance and Exit Examinations: Japan, United Kingdom, France, and Germany.
Quelle	(1997), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Admission (School); College Bound Students; College Entrance Examinations; Comparative Analysis; Cross Cultural Studies; Developed Nations; Educational Attainment; Exit Examinations; Foreign Countries; High School Students; High Schools; Higher Education; International Education; Student Educational Objectives; Test Construction; Test Use; Vocational Education; France; Germany; Japan; United Kingdom + Suchen Sie Ihr Suchwort? Schulleistung; Aufnahmeprüfung; Cultural comparison; Kulturvergleich; Developed countries; Industriestaat; Industrieland; Bildungsabschluss; Bildungsgut; Final examination; Abschlussprüfung; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Erziehung; Testaufbau; Testanwendung; Ausbildung; Berufsbildung; Frankreich; Deutschland; Großbritannien
Abstract	The roles of exit examinations (high school exit) and college entrance examinations in four industrialized countries are described. Information was obtained from reviews of educational systems and interviews with small samples of students (at least seven or eight students), parents, and teachers during 1993. All four countries studied, Japan, Germany, France, and the United Kingdom, are experiencing a common problem in that their universities, built to educate a moderate percentage of the population, are being asked to accommodate increasing numbers of students. They are left with the alternatives of restricting enrollments to make the universities more elitist or expanding enrollments and watering down the value of the university degree. In all of these countries, entrance and exit examinations are based on a curriculum established by ministries of education. These examinations are closely tied to what students have studied in school. Parents and students expressed satisfaction with the examinations overall, although they noted problems with strong reliance on examinations. They were unable, however, to suggest more desirable procedures. Regardless of the approach taken by governments in these four countries, it seems likely that the number of students selecting a vocational track will continue to lag as long as economic and social advantages of a university degree persist. (Contains 25 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC