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

Hendrik Jürges, Kerstin Schneider (), Martin Senkbeil and Claus H. Carstensen
Authors registered in the RePEc Author Service: Hendrik Juerges

Economics of Education Review, 2012, vol. 31, issue 1, 56-65

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.

Keywords: Central exit exams; Value added; Achievement; Student motivation (search for similar items in EconPapers)
JEL-codes: D02 H42 I28 (search for similar items in EconPapers)
Date: 2012
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Citations: View citations in EconPapers (17)

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Related works:
Working Paper: Assessment Drives Learning: The Effect of Central Exit Exams on Curricular Knowledge and Mathematical Literacy (2009)
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Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:31:y:2012:i:1:p:56-65

DOI: 10.1016/j.econedurev.2011.08.007

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