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Achievement—and what else? The standardisation of semester grades due to the implementation of state-wide exit examinations


Maué, Elisabeth (2016). Achievement—and what else? The standardisation of semester grades due to the implementation of state-wide exit examinations. Studies in Educational Evaluation, 51:42-54.

Abstract

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: N = 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.

Abstract

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: N = 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.

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Additional indexing

Item Type:Journal Article, refereed, original work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Language:English
Date:2016
Deposited On:26 Jan 2017 15:18
Last Modified:29 Jan 2017 06:22
Publisher:Elsevier
ISSN:0191-491X
Publisher DOI:https://doi.org/10.1016/j.stueduc.2016.09.003
Official URL:http://www.sciencedirect.com/science/article/pii/S0191491X15300833
Related URLs:https://www.elsevier.com/

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