Statewide Exit Exams in Germany: Breakthrough or Breakdown?

• In Event: Mixed Methods Approaches to Assessment, Evaluation, and Accountability Effectiveness in Schools: Graduate Student Reports

Abstract

The purpose is to investigate (un)intended consequences caused by the shift from course-based to state-wide exit exams at the end of upper secondary education. The intended outcome is a standardization of exam and coursework grades (‘standards-based accountability theory of action’; Hamilton et al., 2008), while unintended effects are teachers’ and students’ negative emotions (Bishop, 1999). The data is based on a longitudinal study (2007-2009, 2011) in the German state of Bremen (full-survey: schools: N = 19; teachers: n = 60-85/292-614; students: n = 160-195/1357-1579). Analysis strategies are among others MLA and SEM. The results indicate no higher comparability of grades but a positive development of teachers’ and students’ emotions. The results are discussed in the context of educational reforms.

Author

• Elisabeth Maué, University of Zuerich