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

Autor/inn/en	Jurges, Hendrik; Schneider, Kerstin; Senkbeil, Martin; Carstensen, Claus H.
Titel	Assessment Drives Learning: The Effect of Central Exit Exams on Curricular Knowledge and Mathematical Literacy
Quelle	In: Economics of Education Review, 31 (2012) 1, S.56-65 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/j.econedurev.2011.08.007
Schlagwörter	Exit Examinations; Learning; Student Attitudes; Numeracy; Student Motivation; Foreign Countries; Germany; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Final examination; Abschlussprüfung; Lernen; Schülerverhalten; Rechenkompetenz; Schulische Motivation; Ausland; Deutschland
Abstract	In this paper, we use data from the German PISA 2003 sample to study the effects of central exit examinations on student performance and student attitudes. 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 improve curriculum-based knowledge but do not affect mathematical literacy. Students, although showing a better performance, are less intrinsically motivated in school. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10