Central exit examinations increase performance... but take the fun out of mathematics |
| |
Authors: | Hendrik Jürges Kerstin Schneider |
| |
Affiliation: | 1. MEA, Universit?t Mannheim, L13,17, 68131, Mannheim, Germany 2. Schumpeter School of Business and Economics, University of Wuppertal, Gau?str. 20, 42097, Wuppertal, Germany
|
| |
Abstract: | We study the causal effect of state-mandated (central) exit examinations (CEEs) on student performance in Germany and find a small positive effect. 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 toward learning. Students who take central exit exams in mathematics like mathematics less, think it is less easy, and are more likely to find it boring. |
| |
Keywords: | |
本文献已被 SpringerLink 等数据库收录! |
|