Central exit examinations increase performance... but take the fun out of mathematics
AbstractIn response to PISA, all German federal states but one have adopted central exit examinations (CEEs) at the end of all secondary school tracks. Theoretically, the advantages of CEEs are fairly undisputed. CEEs make teaching and learning output observable and comparable across schools, and provide incentives for teachers and students to increase their effort. In line with earlier research, we confirm that CEEs have a positive causal effect on student performance. We also investigate what actually drives this effect. We find that the teachers' main reaction to CEEs is to increase the amount of homework, and to check and discuss homework more often. Students report increased learning pressure, which has sizeable negative effects on student attitudes towards learning. Students who take central exit exams in mathematics like mathematics less, think it is less easy and they are more likely to find it boring.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
As the access to this document is restricted, you may want to look for a different version under "Related research" (further below) or search for a different version of it.
Bibliographic InfoArticle provided by Springer in its journal Journal of Population Economics.
Volume (Year): 23 (2010)
Issue (Month): 2 (March)
Contact details of provider:
Web page: http://link.springer.de/link/service/journals/00148/index.htm
More information through EDIRC
Other versions of this item:
- Kerstin Schneider & Hendrik Jürges, 2008. "Central exit examinations increase performance... but take the fun out of mathematics," Schumpeter Discussion Papers sdp08001, Universitätsbibliothek Wuppertal, University Library.
- I28 - Health, Education, and Welfare - - Education - - - Government Policy
- H42 - Public Economics - - Publicly Provided Goods - - - Publicly Provided Private Goods
- D02 - Microeconomics - - General - - - Institutions: Design, Formation, and Operations
Please report citation or reference errors to , or , if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Matthias Effinger & Mattias Polborn, 1999.
"A model of vertically differentiated education,"
Journal of Economics,
Springer, vol. 69(1), pages 53-69, February.
- Hendrik Jürges & Kerstin Schneider & Felix Büchel, 2005.
"The Effect Of Central Exit Examinations On Student Achievement: Quasi-Experimental Evidence From TIMSS Germany,"
Journal of the European Economic Association,
MIT Press, vol. 3(5), pages 1134-1155, 09.
- Hendrik Jürges & Kerstin Schneider & Felix Büchel, 2003. "The Effect of Central Exit Examinations on Student Achievement: Quasi-experimental Evidence from TIMSS Germany," CESifo Working Paper Series 939, CESifo Group Munich.
- Hendrik Jürges & Wolfram F. Richter & Kerstin Schneider, 2005.
"Teacher Quality and Incentives: Theoretical and Empirical Effects of Standards on Teacher Quality,"
FinanzArchiv: Public Finance Analysis,
Mohr Siebeck, Tübingen, vol. 61(3), pages 298-, November.
- Hendrik Jürges & Wolfram F. Richter & Kerstin Schneider, 2004. "Teacher Quality and Incentives: Theoretical and Empirical Effects of Standards on Teacher Quality," CESifo Working Paper Series 1296, CESifo Group Munich.
- Hendrik Jürges & Wolfram F. Richter & Kerstin Schneider, 2005. "Teacher quality and incentives - Theoretical and empirical effects of standards on teacher quality," MEA discussion paper series 05091, Munich Center for the Economics of Aging (MEA) at the Max Planck Institute for Social Law and Social Policy.
- Hendrik Jürges & Kerstin Schneider, 2004. "International Differences in Student Achievement: An Economic Perspective," German Economic Review, Verein für Socialpolitik, vol. 5(3), pages 357-380, 08.
- Hendrik Jürges & Kerstin Schneider, 2007.
"What can go wrong will go wrong: Birthday effects and early tracking in the German school system,"
MEA discussion paper series
07138, Munich Center for the Economics of Aging (MEA) at the Max Planck Institute for Social Law and Social Policy.
- Hendrik Jürges & Kerstin Schneider, 2007. "What Can Go Wrong Will Go Wrong: Birthday Effects and Early Tracking in the German School System," CESifo Working Paper Series 2055, CESifo Group Munich.
- Susanne Link, 2012. "Single-Sex Schooling and Student Performance: Quasi-Experimental Evidence from South Korea," Ifo Working Paper Series Ifo Working Paper No. 146, Ifo Institute for Economic Research at the University of Munich.
- Jürges, Hendrik & Schneider, Kerstin & Senkbeil, Martin & Carstensen, Claus H., 2012.
"Assessment drives learning: The effect of central exit exams on curricular knowledge and mathematical literacy,"
Economics of Education Review,
Elsevier, vol. 31(1), pages 56-65.
- Hendrik Jürges & Kerstin Schneider & Martin Senkbeil & Claus H. Carstensen, 2009. "Assessment Drives Learning: The Effect of Central Exit Exams on Curricular Knowledge and Mathematical Literacy," CESifo Working Paper Series 2666, CESifo Group Munich.
- Elke Lüdemann, 2011. "Schooling and the Formation of Cognitive and Non-cognitive Outcomes," ifo Beiträge zur Wirtschaftsforschung, Ifo Institute for Economic Research at the University of Munich, number 39, March.
- Andrea Riedel & Kerstin Schneider & Claudia Schuchart & Horst Weishaupt, 2009. "School Choice in German Primary Schools: How binding are school districts?," Schumpeter Discussion Papers sdp09011, Universitätsbibliothek Wuppertal, University Library.
- Christoph Helbach, 2012. "The Interplay of Standardized Tests and Incentives – An Econometric Analysis with Data from PISA 2000 and PISA 2009," Ruhr Economic Papers 0356, Rheinisch-Westfälisches Institut für Wirtschaftsforschung, Ruhr-Universität Bochum, Universität Dortmund, Universität Duisburg-Essen.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Guenther Eichhorn) or (Christopher F Baum).
If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.
If references are entirely missing, you can add them using this form.
If the full references list an item that is present in RePEc, but the system did not link to it, you can help with this form.
If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your profile, as there may be some citations waiting for confirmation.
Please note that corrections may take a couple of weeks to filter through the various RePEc services.