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Signaling The Competencies Of High School Students To Employers, John H. Bishop
Signaling The Competencies Of High School Students To Employers, John H. Bishop
John H Bishop
[Excerpt] The fundamental cause of the low effort level of American students, parents, and voters in school elections is the absence of good signals of effort and accomplishment and the consequent lack of rewards for learning. In most other advanced countries mastery of the curriculum is assessed by examinations that are set and graded at the national or regional level. Grades on these exams signal the student's achievement to employers and colleges and influence the jobs that graduates get and the universities and programs to which they are admitted. Exam results also influence school reputations and in some countries the …
Are National Exit Examinations Important For Educational Efficiency?, John H. Bishop
Are National Exit Examinations Important For Educational Efficiency?, John H. Bishop
John H Bishop
“This paper analyses effects of national or provincial exit examinations on education quality. On theoretical grounds, the paper argues that such examinations should increase high school achievement, particularly in examination subjects, and that teachers and students and parents and school administrators should focus more on academic achievement when making school-quality decisions. On the negative side, exit examinations may lead to a tendency to concentrate on learning facts, rather than understanding contexts.”
High School Exit Examinations: When Do Learning Effects Generalize?, John H. Bishop
High School Exit Examinations: When Do Learning Effects Generalize?, John H. Bishop
John H Bishop
This paper reviews international and domestic evidence on the effects of three types of high school exit exam systems: voluntary curriculum-based external exit exams, universal curriculum-based external exit exam systems and minimum competency tests that must be passed to receive a regular high school diploma. The nations and provinces that use Universal CBEEES (and typically teacher grades as well) to signal student achievement have significantly higher achievement levels and smaller differentials by family background than otherwise comparable jurisdictions that base high stakes decisions on voluntary college admissions tests and/or teacher grades. The introduction of Universal CBEEES in New York and …
The Role Of End-Of-Course Exams And Minimum Competency Exams In Standards-Based Reforms, John H. Bishop, Ferran Mane, Michael Bishop, Joan Moriarty
The Role Of End-Of-Course Exams And Minimum Competency Exams In Standards-Based Reforms, John H. Bishop, Ferran Mane, Michael Bishop, Joan Moriarty
John H Bishop
[Excerpt] Educational reformers and most of the American public believe that most teachers ask too little of their pupils. These low expectations, they believe, result in watered down curricula and a tolerance of mediocre teaching and inappropriate student behavior. The result is that the prophecy of low achievement becomes self-fulfilling. Although research has shown that learning gains are substantially larger when students take more demanding courses2, only a minority of students enroll in these courses. There are several reasons for this. Guidance counselors in many schools allow only a select few into the most challenging courses. While most schools give …
Do Curriculum-Based External Exit Exam Systems Enhance Student Achievement?, John H. Bishop
Do Curriculum-Based External Exit Exam Systems Enhance Student Achievement?, John H. Bishop
John H Bishop
[Excerpt] It is claimed that 'curriculum-based external exit exam systems', CBEEES, based on world class content standards will improve teaching and learning of core subjects. What evidence is there for this claim? New York's Regents Exams are an example of such a system. Do New York students outperform students with similar socio-economic backgrounds from other states? Outside the United States such systems are the rule, not the exception. What impacts have such systems had on school policies, teaching and student learning?
The Effect Of Curriculum-Based Exit Exam Systems On Student Achievement, John H. Bishop
The Effect Of Curriculum-Based Exit Exam Systems On Student Achievement, John H. Bishop
John H Bishop
[Excerpt] Two presidents, the National Governors Association and numerous blue ribbon panels have called for the development of state or national content standards for core subjects and examinations that assess the achievement of these standards. The Competitiveness Policy Council, for example, advocates that "external assessments be given to individual students at the secondary level and that the results should be a major but not exclusive factor qualifying for college and better jobs at better wages (1993, p. 30)." It is claimed that 'curriculum-based external exit exam systems', CBEEES, based on world class content standards will improve teaching and learning of …