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The Impact of State-Wide Exit Exams in Germany: A Descriptive Case Study

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Published: 2012-03-20

Authors

Isabell van Ackeren

University of Duisburg-Essen

Rainer Block

Foundation „Haus der kleinen Forscher“, Berlin

Esther Dominique Klein

University of Duisburg-Essen

Svenja Mareike Kühn

University of Duisburg-Essen

Keywords: statewide exit exams; secondary school leaving certificate; German Abitur exams; educational governance

Abstract

This study analyzes the possible intended and unintended impact of statewide exit exams as a governance tool used by education authorities. In a descriptive case study based on quantitative empirical research, three German states (Baden-Württemberg, Rhineland-Palatinate, North Rhine-Westphalia) with differing exit exam traditions (statewide versus school-based) are compared. Consistent with other recent research findings, the potential influences of statewide exit exams on teaching and learning processes can be detected for mathematics, but not for German or biology. In particular, these influences show in the fact that teachers whose students have to take a statewide exit exam are less responsive to students’ interests regarding the choice of topics in the classroom, perceive a tendency to narrow the delivered curriculum and increase cooperation with other teachers. In addition, both teachers and students feel a higher pressure to perform and perceive their roles to be different −they see themselves as allies preparing for an externally set exam. Teachers also tend to feel “de-professionalized”. In those areas where statewide exams do seem to affect schooling, most of the results are consistent with what was intended by the authorities when they introduced the exams, and there are only few unintended side-effects. From a governance perspective, however, a general capacity of statewide exit exams to move schooling in a desired direction remains rather doubtful, particularly considering the fact that the exam procedures that have recently been implemented in the German states are very heterogeneous and only partly standardized.

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Author Biographies

Isabell van Ackeren

University of Duisburg-Essen

Professor, University of Duisburg-Essen, Faculty of Educational Sciences
Head of the working group „Education system and school development research“

Rainer Block

Foundation „Haus der kleinen Forscher“, Berlin

formerly University of Duisburg-Essen

Esther Dominique Klein

University of Duisburg-Essen

University of Duisburg-Essen, Faculty of Educational Sciences
Working group „Education system and school development research“

Svenja Mareike Kühn

University of Duisburg-Essen

University of Duisburg-Essen, Faculty of Educational Sciences
Working group „Education system and school development research“
PDF

Published: 2012-03-20

How to Cite

van Ackeren, I., Block, R., Klein, E. D., & Kühn, S. M. (2012). The Impact of State-Wide Exit Exams in Germany: A Descriptive Case Study. Education Policy Analysis Archives, 20, 8. https://doi.org/10.14507/epaa.v20n8.2012