The Effect of Curriculum-Based External Exit Exam Systems on Student Achievement
The Effect of Curriculum-Based External Exit Exam Systems on Student Achievement
复制标题
基于课程的外部毕业考试系统对学生成绩的影响
DOI：
10.1080/00220489809597951
复制
发表时间：
1998
影响因子：
0.9
通讯作者：
J. Bishop
中科院分区：
文献类型：
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作者：
J. Bishop
两位总统，全国州长协会和许多蓝带小组呼吁为核心科目和考试制定州或国家内容标准，以评估学生的成绩。例如，竞争力政策理事会（1993年，第30页）主张“对中学学生个人进行外部评估，评估结果应当是取得上大学和获得工资更高的更好工作的资格的主要因素，但不是唯一因素。“有人声称，基于明确内容标准的基于电子商务的外部退出考试系统（CBEEES）将改善核心科目的教学和学习。有什么证据支持这种说法？在美国以外，这种制度是惯例，而不是例外。这些系统对学校政策、教学和学生学习有什么影响？
Two presidents, the National Governors Association, and numerous blue-ribbon panels have called for the development of state or national content standards for core subjects and examinations that assess student achievement of these standards. The Competitiveness Policy Council (1993, 30), for example, advocated that "external assessments be given to individual students at the secondary level and that the results should be a major but not exclusive factor qualifying for college and better jobs at better wages." It is claimed that curriculum-based external exit exam systems (CBEEESs) based on explicit content standards will improve the teaching and learning of core subjects. What evidence is there for this claim? Outside the United States, such systems are the rule, not the exception. What impacts have such systems had on school policies, teaching, and student learning?