Effects of the Implementation of State-Wide Exit Exams on Students' Self-Regulated Learning

Autor/in	Merki, Katharina Maag
Titel	Effects of the Implementation of State-Wide Exit Exams on Students' Self-Regulated Learning
Quelle	In: Studies in Educational Evaluation, 37 (2011) 4, S.196-205 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0191-491X
DOI	10.1016/j.stueduc.2011.12.001
Schlagwörter	Student Attitudes; Exit Examinations; Metacognition; Foreign Countries; Academic Achievement; High School Students; Correlation; Behavior Change; Mathematics; English; Questionnaires; Germany + Suchen Sie Ihr Suchwort? Schülerverhalten; Final examination; Abschlussprüfung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Korrelation; Mathematik; English language; Englisch; Fragebogen; Deutschland
Abstract	Whereas several studies investigated the effects of implementation of state-wide exit exams on student achievement, there is still little known about the impacts of the exams on students' self-regulated learning. This paper examines the question as to whether the implementation of state-wide high school exit exams is associated with a change in the self-regulated learning of students in mathematics or English. We conducted a standardized questionnaire survey of students in two German states for a period of 3 years. In mathematics no significant effects of the immediate introduction of state-wide exit exams were identified. In English the results show significant positive and negative effects. The results are discussed and implications for further research are given. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10