Achievement—and what else? The standardisation of semester grades due to the implementation of state-wide exit examinations |
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| Institution: | 1. Formerly with Division of Materials Science and Engineering, Hanyang University, Seoul 04763, South Korea;2. Division of Materials Science and Engineering, Hanyang University, Seoul 04763, South Korea |
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| 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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| Keywords: | Grades Exit examinations Standardisation Upper secondary education Students’ background Teachers’ characteristics |
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