Central exit examinations increase performance... but take the fun out of mathematics
In 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.
(This abstract was borrowed from another version of this item.)
Volume (Year): 23 (2010)
Issue (Month): 2 (March)
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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.
- 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.
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