کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
4941259 | 1436682 | 2016 | 13 صفحه PDF | دانلود رایگان |
- Standardisation effects of state-wide exit examinations on grades are being analysed.
- State-wide exit examinations do not standardise the course-based semester grades.
- Course-based grades depend on students' gender, ethnicity, and family background.
The paper explores the shift from course-based to state-wide exit examinations at the end of upper secondary education in Germany between 2007 and 2011, and whether this resulted in an increased standardisation of teacher-assigned course-based semester grades. The sample consisted of 253 (2007) and 338 students (2011) in math courses at advanced level (schools: NÂ =Â 19). Analyses of subgroups of students based on gender, ethnicity, and family background revealed a significant difference in grades. Perhaps the enhanced correlations between the achievement test and the course-based semester grades are an effect of standardisation due to state-wide exit examinations. In contrast, when achievement was controlled for, the implementation of state-wide exit examinations did not increase the standardisation of course-based semester grades in the given time in the intended manner. The course-based semester grades continue to differ depending on students' background. Several possible explanations for this result are discussed.
Journal: Studies in Educational Evaluation - Volume 51, December 2016, Pages 42-54