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

Jürges, Hendrik; Schneider, Kerstin; Senkbeil, Martin; Carstensen, Claus H.

doi:10.1016/j.econedurev.2011.08.007

Cited by 43 publications

(29 citation statements)

References 20 publications

(23 reference statements)

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“…High-stakes assessment is a powerful influence on the inhibition or promotion of educational innovation (Jürges, Schneider, Senkbeil & Carstensen, 2012;Looney, 2009). It is therefore vital that mathematics exams assess what is valued and expected of a modern mathematics education.…”

Section: Resultsmentioning

confidence: 99%

Assessing Mathematical Problem Solving Using Comparative Judgement

Jones

Swan

Pollitt³

2014

Int J of Sci and Math Educ

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There is an increasing demand from employers and universities for school leavers to be able to apply their mathematical knowledge to problem solving in varied and unfamiliar contexts. These aspects are however neglected in most examinations of mathematics and, consequentially, in classroom teaching. One barrier to the inclusion of mathematical problem solving in assessment is that the skills involved are difficult to define and assess objectively.We present two studies that test a method called comparative judgement (CJ) that might be well suited to assessing mathematical problem solving. CJ is an alternative to traditional scoring that is based on collective expert judgements of students' work rather than item-byitem scoring schemes. In Study 1 we used CJ to assess traditional mathematics tests and found it performed validly and reliably. In Study 2 we used CJ to assess mathematical problem-solving tasks and again found it performed validly and reliably. We discuss the implications of the results for further research and the implications of CJ for the design of mathematical problem-solving tasks.

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Section: Resultsmentioning

confidence: 99%

Assessing Mathematical Problem Solving Using Comparative Judgement

Jones

Swan

Pollitt³

2014

Int J of Sci and Math Educ

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“…This suggests that, although my results should still be interpreted as short-run effects of the increased learning intensity introduced by the G8 reform, they are not driven by peculiarities pertaining to the first treated cohorts. Moreover, Jürges, Schneider, Senkbeil, and Carstensen (2012) provide evidence that CEEs do not matter significantly either for students in academic-track or for literacy tests like the ones analyzed in this study. However, it may still be the case that the introduction of CEEs affected students exposed and not exposed to the G8 reform in different ways.…”

Section: First G8 (Double) Cohortsmentioning

confidence: 70%

“…43 See, among others, Jürges, Schneider, Senkbeil, and Carstensen (2012). 44 These include Berlin, Brandenburg, Bremen, Hamburg, Hesse, Lower Saxony, North Rhine-Westfalia, and Schleswig Holstein.…”

Section: Centralized Exit Examinationsmentioning

confidence: 99%

The Causal Effects of Increased Learning Intensity on Student Achievement: Evidence from a Natural Experiment

Andrietti

2015

SSRN Journal

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I exploit a unique educational policy -implemented in most German states between 2001 and 2007 -that reduced high school duration by one year while keeping its curriculum unaltered to investigate how the resulting increase in learning intensity affected student achievement. Using 2000-2009 PISA data and a difference-in-differences approach, I find robust evidence that the reform significantly improved the reading, mathematics, and science literacy skills acquired by academic-track high school students upon treatment. A more direct estimate of the effects of the increased learning intensity -as measured by the cumulative weekly number of instructional hours delivered in high school gradescorroborates the latter finding. Furthermore, there is some evidence that the effects of the reform differ by gender and grade retention. Finally, I find no evidence of a significant average effect of the reform on high school grade retention, although I do find that the latter increased significantly for boys and for students with a migration background.

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“…Another study on Germany indicates that the positive effect of central exams on curriculum-based knowledge does not extend to a positive effect on an alternative measure of mathematics literacy, implying that the skills gained as a result of central exams may be specific to the curriculum that is tested as opposed to more generally applicable [10].…”

Section: Evidence On the Role Of Central Exams For Labor Marketsmentioning

confidence: 99%

Central exit exams improve student outcomes

Woessmann¹

2018

izawol

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

Cited by 43 publications

References 20 publications

Assessing Mathematical Problem Solving Using Comparative Judgement

Assessing Mathematical Problem Solving Using Comparative Judgement

The Causal Effects of Increased Learning Intensity on Student Achievement: Evidence from a Natural Experiment

Central exit exams improve student outcomes

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