Changes in student attributions due to the implementation of central exit exams |
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| Authors: | Email author" target="_blank">Britta?OerkeEmail author Katharina?Maag Merki Monika?Holmeier Daniela?J?J?ger |
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| Institution: | (1) Institute of Education, University of Zurich, Freiestrasse 36, Zurich, 8032, Switzerland |
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| Abstract: | The central aim of standardized exit exams is to motivate students and teachers to work harder on critical subject matters
and thus increase student achievement. However, the effects of the implementation of central exams on student motivation have
not been analyzed in a longitudinal section until now. In the present study, the consequences of implementing central exams
in the German states Bremen and Hesse on student attributions after the exams have been analyzed. We expected an increase
in attributions to effort, teaching and luck, caused by the change in examination systems in Bremen advanced courses from
2007 to 2008. Differential results were expected for students perceiving themselves successful or not successful respectively.
As a control, advanced courses in Bremen were compared to those in Hesse that did not pass through a change in examination
systems at this time. The results point to an increase of attributions to effort and teaching in the total group, but none
of attributions to luck. Additionally, as hypothesized, the change in attributions to effort occurred only for perceived successful
and a change in attribution to teaching was found mainly for perceived unsuccessful students. The outcomes are interpreted
and consequences for further studies are formulated. |
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