Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 6 of 6
Full-Text Articles in Education
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 Effect Of National Standard And Curriculum-Based Exams On Achievement, John H. Bishop
The Effect Of National Standard And Curriculum-Based Exams On 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 …
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 Impact Of Curriculum-Based External Examinations On School Priorities And Student Learning, John H. Bishop
The Impact Of Curriculum-Based External Examinations On School Priorities And Student Learning, John H. Bishop
John H Bishop
[Excerpt] The first major prediction of the theory is that an increase in the extrinsic rewards for learning will cause student effort and achievement to increase. The primary extrinsic reward for achievement in high school is a higher probability of completing college. Thus the extrinsic rewards for learning in high school depend on the size of the payoff to college and on how contingent college admissions decisions are on achievement in high school. Time series data suggests that changes in college selectivity and payoff may have contributed to the ups and downs of student achievement during the postwar period. The …
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 …