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Assessment drives learning: The effect of central exit exams on curricular knowledge and mathematical literacy
ARTICLE

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Economics of Education Review Volume 31, Number 1 ISSN 0272-7757 Publisher: Elsevier Ltd

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.

Citation

Jürges, H., Schneider, K., Senkbeil, M. & Carstensen, C.H. Assessment drives learning: The effect of central exit exams on curricular knowledge and mathematical literacy. Economics of Education Review, 31(1), 56-65. Elsevier Ltd. Retrieved August 5, 2021 from .

This record was imported from Economics of Education Review on March 1, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2011.08.007

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