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What makes up a central exit examination?

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  • Florian Birkenfeld

Abstract

A large number of econometric studies have examined the impact of central exit examinations on student attainment and repeatedly found a positive effect. This paper contributes to clarify the term central exit examination by distinguishing between central assignment and central grading. For this purpose, I use a study from Birkenfeld und Hanafy (2008), who have gathered the relevant information for the 16 German federal states. First econonometric analyses show, that the distinction between central assignment and central grading is indeed fruitful.

Suggested Citation

  • Florian Birkenfeld, 2008. "What makes up a central exit examination?," Working Papers 065, Bavarian Graduate Program in Economics (BGPE).
    • Handle: RePEc:bav:wpaper:065_birkenfeld
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    File URL: http://www.bgpe.de/texte/DP/065_birkenfeld.pdf
    File Function: First version, 2008
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    References listed on IDEAS

    as
    1. De Paola, Maria & Scoppa, Vincenzo, 2008. "A signalling model of school grades: centralized versus decentralized examinations," MPRA Paper 7866, University Library of Munich, Germany.
    2. Gabriela Schütz & Heinrich W. Ursprung & Ludger Wößmann, 2008. "Education Policy and Equality of Opportunity," Kyklos, Wiley Blackwell, vol. 61(2), pages 279-308, May.
    3. Thomas Fuchs & Ludger Wößmann, 2008. "What accounts for international differences in student prformance? A re-examination using PISA data," Studies in Empirical Economics, in: Christian Dustmann & Bernd Fitzenberger & Stephen Machin (ed.), The Economics of Education and Training, pages 209-240, Springer.
    4. Robertas Zubrickas, 2008. "Optimal Grading," Economics of Education Working Paper Series 0027, University of Zurich, Department of Business Administration (IBW).
    5. 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, August.
    6. Bishop, John, 2006. "Drinking from the Fountain of Knowledge: Student Incentive to Study and Learn - Externalities, Information Problems and Peer Pressure," Handbook of the Economics of Education, in: Erik Hanushek & F. Welch (ed.), Handbook of the Economics of Education, edition 1, volume 2, chapter 15, pages 909-944, Elsevier.
    7. Bishop, John H, 1997. "The Effect of National Standards and Curriculum-Based Exams on Achievement," American Economic Review, American Economic Association, vol. 87(2), pages 260-264, May.
    8. Uschi Backes-Gellner & Stephan Veen, 2006. "Incentives for Schools, Educational Signals and Labour Market Outcomes," Economics of Education Working Paper Series 0009, University of Zurich, Department of Business Administration (IBW), revised Jun 2006.
    9. Birkenfeld, Florian & Hanafy, Shima'a, 2008. "Wie zentral sind die Abschlussprüfungen an deutschen Schulen wirklich?," Passauer Diskussionspapiere, Volkswirtschaftliche Reihe V-55-08, University of Passau, Faculty of Business and Economics.
    10. Erik Hanushek & F. Welch (ed.), 2006. "Handbook of the Economics of Education," Handbook of the Economics of Education, Elsevier, edition 1, volume 1, number 1, June.
    11. John Bishop & Ludger Wossmann, 2004. "Institutional Effects in a Simple Model of Educational Production," Education Economics, Taylor & Francis Journals, vol. 12(1), pages 17-38.
    12. Erik Hanushek & F. Welch (ed.), 2006. "Handbook of the Economics of Education," Handbook of the Economics of Education, Elsevier, edition 1, volume 2, number 2, June.
    13. Robertas Zubrickas, 2015. "Optimal Grading," International Economic Review, Department of Economics, University of Pennsylvania and Osaka University Institute of Social and Economic Research Association, vol. 56, pages 751-776, August.
    14. Bishop, J., 1997. "The Effect of national Standards and Curriculum-Based Exams on Achievement," Papers 97-01, Cornell - Center for Advanced Human Resource Studies.
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    More about this item

    Keywords

    central exit examination; school systems;

    JEL classification:

    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy

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