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High School Exit Exams

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8 diapositives · 267 Views · Aug 28, 2014

High school exit exams in California have been criticized for their detrimental effects on both student and teacher performance. Despite their stated goals of inspiring students, measuring knowledge, and identifying weaknesses, these exams can lead to detrimental outcomes such as decreased motivation, increased dropout rates, and ineffective teaching methods. The focus on test scores often distracts from genuine learning and improvement. Recommendations include eliminating exit exams in favor of self-directed learning approaches that empower both students and teachers to foster a more conducive educational environment.

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  1. High School Exit Exams The Negative Impact on Student and Teacher Performance in California Clay Solomon

  2. Government’s Goals • Inspire Students • Determine Levels of Knowledge • Find Weaknesses • Focus on Improvement • Record Improvements

  3. Exam History • Chinese History • American History • California History

  4. Errors in Testing • Test Distribution • Counter Productive • Learning Models • Required to Pass • Doesn’t test student potential 10th grade • Given 4 times to pass • Entrance Exam Scores have Dropped

  5. Teachers’ Problems • Real Purpose • Unfocused on Education • Energy Loss • Overwork with Criteria

  6. Students’ Problems • Stars • Strugglers • Dropping Out • No Real Learning

  7. Recommendations • Eliminate Exit Exams • Use Self-Directed Learning • Empower Teachers • Find Other Methods • Encourage Students (useful and interesting)

  8. References • Amrein, A.L. & Berliner, D.C. (2002). High-stakes testing, uncertainty, and student learning Education Policy Analysis Archives, 10(18). Retrieved 12 June 2009 from http://epaa.asu.edu/epaa/v10n18/ • Amrein, A. T., & Berliner, D. C. (2003). The effects of high-stakes testing on student motivation and learning. Educational Leadership, 60(5), 32. • California Department of Education. (2009). 2008-09 Academic Performance Index Reports Information guide, California, Retrieved • Center on Education Policy. (2007). State high school exit exams: Working to raise test scores. Center on Education Policy. • Claiborn, C. D. (2009). Does Testing Deserve a Passing Grade?. Grubb, W.N. & Goe, L. (2002). The Unending Search for Equity: California Policy, The “New” School Finance and the Williams Case. Retrieved 10 June 2009 from www.idea.gseis.ucla.edu/publications/williams/index.htlm • Popham, W. J. (1999). Why standardized tests don't measure educational quality. Retrieved May 21, 2009, from http://www.ascd.org/publications/educational_leadership/mar99/vol56/ num06/Why_Standardized_Tests_Don't_Measure_Educational_Quality.aspx • Shepard, L. A., & Dougherty, K. C. (1991). Effects of high-stakes testing on instruction. • Ullucci, K., & Spencer, J. (2009). Unraveling the myths of accountability: A case study of the California high school exit exam. Urban Review, 41(2), 161-173. • Warren, J. R., & Grodsky, E. (2009). Exit exams harm students who fail them-- and don't benefit students who pass them. Phi Delta Kappan, 90(9), 645-649.