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Assessment Drives Learning: The Effect of Central Exit Exams on Curricular Knowledge and Mathematical Literacy

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  • Hendrik Jürges
  • Kerstin Schneider
  • Martin Senkbeil
  • Claus H. Carstensen

Abstract

In this paper, we use data from the German PISA 2003 sample to study the effects of central exit examinations on student performance, student attitudes, and teacher behavior. Unlike earlier studies we use (i) a value-added measure to pin down the effect of central exit exams on learning in the last year before the exam and (ii) separate test scores for mathematical literacy and curriculum-based knowledge. The findings indicate that central exit exams only improve curriculum-based knowledge but do not affect mathematical literacy. Moreover, teachers in German states with central exit examinations are more active and tend to be more performance oriented. Students, although showing a better performance, are less motivated in school.

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Bibliographic Info

Paper provided by CESifo Group Munich in its series CESifo Working Paper Series with number 2666.

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Date of creation: 2009
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Handle: RePEc:ces:ceswps:_2666

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Keywords: central exit exams; value added; achievement; teacher quality;

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References

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  1. 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.
  2. 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, MIT Press, vol. 3(5), pages 1134-1155, 09.
  3. Effinger, M.R. & Polborn, M.K., 1997. "A Model of Vertically Differenciated Education," Papers, Toulouse - GREMAQ 97.469, Toulouse - GREMAQ.
  4. Hendrik Jürges & Kerstin Schneider, 2010. "Central exit examinations increase performance... but take the fun out of mathematics," Journal of Population Economics, Springer, Springer, vol. 23(2), pages 497-517, March.
  5. Costrell, Robert M., 1997. "Can centralized educational standards raise welfare?," Journal of Public Economics, Elsevier, Elsevier, vol. 65(3), pages 271-293, September.
  6. Jacob, Brian A., 2005. "Accountability, incentives and behavior: the impact of high-stakes testing in the Chicago Public Schools," Journal of Public Economics, Elsevier, Elsevier, vol. 89(5-6), pages 761-796, June.
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Cited by:
  1. Piopiunik, Marc & Schwerdt, Guido & Woessmann, Ludger, 2012. "Central School Exit Exams and Labor-Market Outcomes," IZA Discussion Papers 6889, Institute for the Study of Labor (IZA).
  2. 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, Ifo Institute for Economic Research at the University of Munich, number 39, 8.
  3. Koerselman, Kristian, 2013. "Incentives from curriculum tracking," Economics of Education Review, Elsevier, Elsevier, vol. 32(C), pages 140-150.
  4. Michael Funke & Marc Gronwald, 2009. "A Convex Hull Approach to Counterfactual Analysis of Trade Openness and Growth," Quantitative Macroeconomics Working Papers, Hamburg University, Department of Economics 20906, Hamburg University, Department of Economics.
  5. Christoph Helbach, 2012. "The Interplay of Standardized Tests and Incentives – An Econometric Analysis with Data from PISA 2000 and PISA 2009," Ruhr Economic Papers, Rheinisch-Westfälisches Institut für Wirtschaftsforschung, Ruhr-Universität Bochum, Universität Dortmund, Universität Duisburg-Essen 0356, Rheinisch-Westfälisches Institut für Wirtschaftsforschung, Ruhr-Universität Bochum, Universität Dortmund, Universität Duisburg-Essen.

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