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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 …
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 …