Long-term effects of the implementation of state-wide exit exams: a multilevel regression analysis of mediation effects of teaching practices on students' motivational orientations

Merki KM, Oerke B (2017)
EDUCATIONAL ASSESSMENT EVALUATION AND ACCOUNTABILITY 29(1): 23-54.

Zeitschriftenaufsatz | Veröffentlicht | Englisch
 
Download
Es wurde kein Volltext hochgeladen. Nur Publikationsnachweis!
Autor*in
Merki, Katharina Maag; Oerke, BrittaUniBi
Abstract / Bemerkung
This study extends previous research investigating the effects of state-wide exit exams by studying the change from a class-based to a state-wide exit exam system over 5 years, using multilevel analyses and examining mediating effects of teachers' practices on students' motivational orientations. In this multi-cohort study, we analyzed in particular the effects on students' interest, scholastic self-efficacy, and persistence in advanced level English courses (N = 1835) and mathematics courses (N = 1336) in two states in Germany (28 schools). Descriptive analyses, multivariate hierarchical regression analyses, and differences-in-differences analyses were carried out. The results revealed long-term effects of the implementation of state-wide exit exams particularly in the advanced level English courses. Here, a close relationship between the change in all analyzed motivational orientations and teacher support perceived by the students can be identified. These results show the ambivalent effects of state-wide exit exams: Due to the increased teacher competence support, students' interest is enhanced in the long term. However, scholastic self-efficacy and persistence might have been negatively affected by state-wide exams, if teacher competence support had not increased over time. In the advanced level mathematics courses, the results are mixed. Implications for further research are discussed.
Stichworte
State-wide exit exams; Multilevel regression analyses; Interest; Scholastic self-efficacy; Persistence
Erscheinungsjahr
2017
Zeitschriftentitel
EDUCATIONAL ASSESSMENT EVALUATION AND ACCOUNTABILITY
Band
29
Ausgabe
1
Seite(n)
23-54
ISSN
1874-8597
eISSN
1874-8600
Page URI
https://pub.uni-bielefeld.de/record/2910356

Zitieren

Merki KM, Oerke B. Long-term effects of the implementation of state-wide exit exams: a multilevel regression analysis of mediation effects of teaching practices on students' motivational orientations. EDUCATIONAL ASSESSMENT EVALUATION AND ACCOUNTABILITY. 2017;29(1):23-54.
Merki, K. M., & Oerke, B. (2017). Long-term effects of the implementation of state-wide exit exams: a multilevel regression analysis of mediation effects of teaching practices on students' motivational orientations. EDUCATIONAL ASSESSMENT EVALUATION AND ACCOUNTABILITY, 29(1), 23-54. doi:10.1007/s11092-016-9244-y
Merki, K. M., and Oerke, B. (2017). Long-term effects of the implementation of state-wide exit exams: a multilevel regression analysis of mediation effects of teaching practices on students' motivational orientations. EDUCATIONAL ASSESSMENT EVALUATION AND ACCOUNTABILITY 29, 23-54.
Merki, K.M., & Oerke, B., 2017. Long-term effects of the implementation of state-wide exit exams: a multilevel regression analysis of mediation effects of teaching practices on students' motivational orientations. EDUCATIONAL ASSESSMENT EVALUATION AND ACCOUNTABILITY, 29(1), p 23-54.
K.M. Merki and B. Oerke, “Long-term effects of the implementation of state-wide exit exams: a multilevel regression analysis of mediation effects of teaching practices on students' motivational orientations”, EDUCATIONAL ASSESSMENT EVALUATION AND ACCOUNTABILITY, vol. 29, 2017, pp. 23-54.
Merki, K.M., Oerke, B.: Long-term effects of the implementation of state-wide exit exams: a multilevel regression analysis of mediation effects of teaching practices on students' motivational orientations. EDUCATIONAL ASSESSMENT EVALUATION AND ACCOUNTABILITY. 29, 23-54 (2017).
Merki, Katharina Maag, and Oerke, Britta. “Long-term effects of the implementation of state-wide exit exams: a multilevel regression analysis of mediation effects of teaching practices on students' motivational orientations”. EDUCATIONAL ASSESSMENT EVALUATION AND ACCOUNTABILITY 29.1 (2017): 23-54.