Central exit exams improve student outcomes

Woessmann, Ludger

doi:10.15185/izawol.419

Cited by 10 publications

(14 citation statements)

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“…As measured in internationally comparable tests of pupils' abilities and skills, human capital is of crucial importance for economic growth (Hanushek and Woessmann, 2015). Combining a carefully sequenced curriculum organized around subject disciplines with external exit exams (Hirsch, 2016; Woessmann, 2018) is probably a good way to standardize a body of knowledge that everyone, including the craziest freethinker, can benefit from without becoming too neutered. Beyond that, however, the radical uncertainty of the future means that we cannot predict what skills and knowledge future generations require to thrive.…”

Section: Institutions For Antifragility: the Swedish Casementioning

confidence: 99%

Collaborative innovation blocs and antifragility

Elert

Henrekson

2020

Journal of Institutional Economics

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AbstractWe present the theory of the collaborative innovation bloc (CIB), an evolving system of innovation within which activity takes place over time. We show how the application of the CIB perspective can help make institutional and evolutionary economics more concrete, relevant, and persuasive, especially regarding policy prescriptions. Such policy actions should strive to improve the antifragility of CIBs and the economic system as a whole, thus enabling individual CIBs and the broader economic system to thrive when faced with adversity. With this in mind, we develop heuristics to evaluate CIB antifragility before using Sweden's economic and institutional evolution since the 1970s as a backdrop for identifying a set of institutional areas where reform can be undertaken to move in this direction.

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Section: Institutions For Antifragility: the Swedish Casementioning

confidence: 99%

Collaborative innovation blocs and antifragility

Elert

Henrekson

2020

Journal of Institutional Economics

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“…The perspective of taking "fitness for purpose" to conceptualize quality education in higher education has vividly become an increasingly difficult task. Of the many competing ingredients, educational achievement is still considered a major determinant attribute of individual success in the labor market and for overall economic growth [5]. By contrast, research studies indicate that central exit exams constitute an important feature of a system's institutional framework, which can hold students, teachers, schools, and administrators accountable for student outcomes [5].…”

Section: Introductionmentioning

confidence: 99%

Assessing Higher Education Exit Exam in Ethiopia: Practices, Challenges and Prospects

Ayenew¹,

Yohannes²

2022

SJEDU

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Ensuring quality and relevant education in Higher Education institutions is one of the challenges that remained to be solved. In a pursuit to rise educational outcomes in terms of quality and relevance, many countries currently aim to improve accountability in the school system. Many school systems provide educational outcome information. However, the Exit exam provides outcome information to be comparable across schools on an external standard. Exit exams have been argued to improve the signaling of educational achievement on the labor market and to increase labor-market productivity through increased human capital. The exit exam is intended to ensure all graduates from HEIs have developed adequate mastery of the core competencies articulated in the respective curricula thereby satisfying the requirements of the labor market and employability through the nationwide implementation of curriculum-based external exit examination. The purpose of this study, therefore, is to examine the current practices, and challenges on the implementation of exit exams and put forward way for its enhanced implementation. Thus, desk review of different articles, documents, policies, manuals, and guidelines was made from global and local pieces of literature. Moreover, key informants from concerned institutions including National Examination and Assessment Agency, Health Professionals Competency Assessment Licensure Directorate, Higher Education Strategy Center, and Federal Justice and Legal Research and Training Institute) were interviewed to substantiate the desk review result. Results have shown that although institutions across nations or states in a nation call exit exam in different names, the purpose in one way or another is the same, improving students' achievement, enhancing graduates performance, improve quality of education and improve graduates' competence in their respective fields of study. It has been identified that exit exam has many strength including helping to ensure common standard knowledge and practical competencies, improving public trust, improving reliability and validity of assessment tools, a tool for quality assurance to benchmark any potential problem, and helping the faculty to perform an ongoing global assessment. Moreover, several concerns regarding the scheme of exit exam including efforts and costs to maintain the process, opposing arguments, exposing potential weakness in the education system, fear of impeding flexibility within curriculum, quality and trustworthiness of the employee, ownership, exam administration, and management and cheating were indicated. Consequently, establishing independent exit exam organization, online exam administration, awareness creation before full implementation of exit exam and cost-sharing are some of the recommendations forwarded.

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“…Social, cultural, and economic reasons, as well as the results of international exams such as Programme for International Student Assessment (PISA), Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Study (PIRLS), might bear such changes (MoNE, 2005(MoNE, , 2015(MoNE, , 2017(MoNE, , and 2018a. Similarly, Turkey's and other countries' education systems have been restructured (Bonal and Tarabini, 2013;Harus and Davidovitch, 2019;Woessmann, 2018).…”

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confidence: 99%

Evaluation of Skill-based Questions According to Science Education Teachers in Turkey

Yüzüak

Recepkethüda

2022

SEI

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This study aimed to determine science teachers’ opinions about the skills-based questions (SBQs) used in Turkey’s high school’s entrance exam. In this study, the phenomenology method was used. The study consisted of 15 participants working as science teachers with at least 5 years of professional experience in public schools in different provinces during the 2020–2021 academic years. The study data were collected through the semi-structured interview form prepared by the study’s researchers. The form included three questions related to the participants’ demographics and another 12 on SBQ. Content analysis was used by help of MAXQDA 20 to analyze the data. The study findings revealed that SBQ and lectures in textbooks were incompatible and books still offered traditional-type questions. Remarkably, science education is the most appropriate course to create SBQ. The teaching methods used in lectures should be associated with high-level thinking skills. Teachers need workshops related to SBQ. Therefore, this study has proposed that textbook contents be revised, and teachers be informed accordingly.

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Central exit exams improve student outcomes

Cited by 10 publications

References 10 publications

Collaborative innovation blocs and antifragility

Collaborative innovation blocs and antifragility

Assessing Higher Education Exit Exam in Ethiopia: Practices, Challenges and Prospects

Evaluation of Skill-based Questions According to Science Education Teachers in Turkey

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