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

• Published in: Studies in educational evaluation 2016-12, Vol.51, p.42-54
• Main Author: Maué, Elisabeth
• Format: Article
• Language: English
• Subjects: Exit examinations; Grades; Standardisation; Students’ background; Teachers’ characteristics; Upper secondary education
• ISSN: 0191-491X; 1879-2529
• DOI: 10.1016/j.stueduc.2016.09.003

•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: 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.