Relevant bibliographies by topics / Exit exams

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Exit exams'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Exit exams"

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Diette, Timothy M., and Sara E. Helms. "Trading the Television for a Textbook?: High School Exit Exams and Student Behavior." B.E. Journal of Economic Analysis & Policy 14, no. 3 (2014): 1015–36. http://dx.doi.org/10.1515/bejeap-2012-0052.

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Abstract Approximately half of the states in the United States have some form of high school exit exam. One purpose of the exit exams is to create a clear bar which students must pass in order to graduate. Effective exit exams may encourage marginal students to spend additional time on schooling in order to pass the exam. This study exploits state-level variations in timing of implementation to understand how students have responded to the state exit exams. This study uses the American Time Use Survey (ATUS). The ATUS captures, in detail, how individuals spend their day. We find that exit exam
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Tienken, Christopher H. "High School Exit Exams andMismeasurement." Educational Forum 75, no. 4 (2011): 298–314. http://dx.doi.org/10.1080/00131725.2011.602467.

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Bracey, Gerald W. "Mandatory Exit Exams Discourage Graduation." Phi Delta Kappan 91, no. 3 (2009): 88–89. http://dx.doi.org/10.1177/003172170909100322.

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Van Ackeren, Isabell, Rainer Block, Esther Dominique Klein, and Svenja Mareike Kühn. "The Impact of State-Wide Exit Exams in Germany: A Descriptive Case Study." education policy analysis archives 20 (March 20, 2012): 8. http://dx.doi.org/10.14507/epaa.v20n8.2012.

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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 influ
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Shuster, Catherine. "Re-Examining Exit Exams: New Findings from the Education Longitudinal Study of 2002." education policy analysis archives 20 (January 30, 2012): 3. http://dx.doi.org/10.14507/epaa.v20n3.2012.

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Using the nationally representative, cohort-based data of the Education Longitudinal Study of 2002 (ELS:02), this study employs multiple regression to examine the effects of exit exams on student achievement and school completion. This study finds that exit exams as a whole do not have substantial effects on student achievement in mathematics, twelfth grade GPA, or school completion. Standards-based exams are a positive predictor of dropping out of school but lose their predictive power once GED recipients are coded as completing school. Exit exams do not affect GED seeking and acquisition. Wh
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Spector, Nancy, and Maryann Alexander. "Exit Exams from a Regulatory Perspective." Journal of Nursing Education 45, no. 8 (2006): 291–92. http://dx.doi.org/10.3928/01484834-20060801-01.

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Zweighaft, Elizabeth L. "Impact of HESI Specialty Exams: The Ninth HESI Exit Exam Validity Study." Journal of Professional Nursing 29, no. 2 (2013): S10—S16. http://dx.doi.org/10.1016/j.profnurs.2012.06.011.

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Maag Merki, Katharina, and Monika Holmeier. "Comparability of semester and exit exam grades: long-term effect of the implementation of state-wide exit exams." School Effectiveness and School Improvement 26, no. 1 (2015): 57–74. http://dx.doi.org/10.1080/09243453.2013.861353.

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Zhang, Dalun, Antonis Katsiyannis, and Larry J. Kortering. "Performance on Exit Exams by Students With Disabilities." Career Development for Exceptional Individuals 30, no. 1 (2007): 48–57. http://dx.doi.org/10.1177/08857288070300010601.

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Piopiunik, Marc, Guido Schwerdt, and Ludger Woessmann. "Central school exit exams and labor-market outcomes." European Journal of Political Economy 31 (September 2013): 93–108. http://dx.doi.org/10.1016/j.ejpoleco.2013.04.005.

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Dissertations / Theses on the topic "Exit exams"

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Daglis, Hayley. "High school exit exams and adolescent delinquency." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4247.

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Cimetta, Adriana D. "Understanding the Connection between High School Exit Exams and College Performance." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/228168.

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This study examines the messages and accuracy of the messages sent to students from the Arizona Instrument to Measure Standards (AIMS) math test regarding academic preparedness for postsecondary education. Previous studies investigating messages sent to students, derived from information such as educational standards, grades, course taking policies, test material, and college admissions requirements, focused on content alignment of secondary and postsecondary content standards. However, a dearth of research exists on messages from high school performance, as measured by exit exams and college
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Adrian, Jennifer J. "An investigation of the impact of high school exit exams on graduation and dropout rates." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001adrianj.pdf.

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Eafford, Felisa R. "The Impact of High School Exit Exams and Other Predictors on College Readiness: A National Study." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449595924.

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Marner, Juanita. "Effects of high school exit exams on graduation and college attendance in Alabama, Minnesota, and New York." CONNECT TO ELECTRONIC THESIS, 2007. http://dspace.wrlc.org/handle/1961/4261.

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Webb, Judy W. "An Analysis of Tennessee Gateway Exams and the Variables Related to Student Results." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1064.

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The purpose of this study was to examine the variables that are associated with the percentage of students who pass Tennessee's Gateway exams in high school. Associations were examined between the Gateway exams and variables such as: socioeconomic status, ethnicity, dropout rate, graduation rate, attendance, average daily membership, per-pupil expenditure, teachers' salary, and elementary-school reading scores. Pearson correlations between school characteristics and pass rates of three Gateway exams were calculated. Schools were divided into quartiles based upon socioeconomic status and ethn
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Regan, Blake B. "The Relationship Between State High School Exit Exams and Mathematical Proficiency: Analyses of the Complexity, Content, and Format of Items and Assessment Protocols." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1323722647.

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Tan, Hui May. "Changing the language of instruction for Mathematics and Science in Malaysia: the PPSMI policy and the washback effect of bilingual high-stakes secondary school exit exams." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86622.

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This longitudinal study examines a change in the language of instruction for Mathematics and Science (M & S) subjects from Bahasa Malaysia (BM) to English in Malaysia. This policy, known by the acronym of PPSMI, has two objectives: to promote student learning of M & S, and also to increase students' proficiency in English. The Education Ministry also chose to create a washback effect by introducing a bilingual high-stakes secondary exit exam.<br>The study uses a framework which combines the perspectives offered by literature on educational change, content-based instruction (CBI) and washback
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Canas, Baena Daniela A. "No Child Left Behind Leaves Behind English Language Learners." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/740.

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Goals 2000 and No Child Left behind have developed a new timeline for language acquisition, have promoted the practice of teaching to the test rather than the understanding of content, and High School Exit Exams have led to the widening of the achievement gap between ELL students and their Non-ELL counterparts. In additions, the policies’ narrow definition of success leads to federal sanctions that penalize schools with ELL student populations further contributing to the widening of the gap.
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Whitson, Jennifer Leigh. "The Relationship Between High School Exit Exam Policies, Student Transfers, and Attainment." Thesis, The George Washington University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3615585.

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<p> High school exit exams have become a popular policy tool in states as well as districts and even schools as a means of improving student achievement and holding students accountable. Despite the extensive use of these exams, the behavioral responses to them and their impact on student outcomes are not fully understood. This study used a nationally representative longitudinal data set&mdash;the Educational Longitudinal Study of 2002&mdash;which tracked students starting in the spring of the 10th grade to explore the extent to which exit exam policies were associated with transfer behavior a
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Books on the topic "Exit exams"

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AIMS high school exit exams in reading and writing. Barron's Educational Series, 2007.

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Dee, Thomas S. Do high school exit exams influence educational attainment or labor market performance? National Bureau of Economic Research, 2006.

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Dee, Thomas S. Do high school exit exams influence educational attainment or labor market performance? National Bureau of Economic Research, 2006.

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Bobrow, Jerry. California high school exit exam: Math. John Wiley, 2005.

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Bobrow, Jerry. CliffsTestPrep California High School Exit Exam. John Wiley & Sons, Ltd., 2005.

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Bobrow, Jerry. CliffsTestPrep California High School Exit Exam. John Wiley & Sons, Ltd., 2004.

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Jeff, Hruby, ed. CAHSEE-Math: California high school exit exam. 2nd ed. Barrons Educational Series, 2008.

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James, Flynn. Roadmap to the California High School Exit Exam. Random House, 2002.

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Scheir, Wendy. Roadmap to the California High School Exit Exam. Random House, 2002.

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(Firm), Princeton Review, ed. Roadmap to the California High School Exit Exam. 2nd ed. Random House, 2004.

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Book chapters on the topic "Exit exams"

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Gory, Djénéba, Jayanti Bhatia, and Venkatesh Reddy Mallapu Reddy. "From Content Knowledge to Competencies and Exams to Exit Profiles: Education Reform in Zimbabwe." In Implementing Deeper Learning and 21st Education Reforms. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_7.

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Abstract For over two decades, Zimbabwe has been embroiled within a complex web of economic, political, and financial challenges. In 2013, the country embarked on an ambitious journey of overhauling its education system by moving from content knowledge to a competency-based curriculum. The theory of change, in particular, was that, if the curriculum is entirely overhauled from outdated knowledge-based to twenty-first-century skills and competencies, then in the long-term, students would ultimately be able to meet the economy and labor market demands. The reform was phased from 2015 to 2022 and at the time of writing is in its last leg of implementation; there is much to appreciate and learn from the progress thus far. The chapter begins with an overview of the country’s education system and conditions that shaped the reform, followed by a more detailed description of the reform. It then analyzes the reform stages through Reimers’ five perspectives of educational change (Reimers, Educating students to improve the world. Springer, Singapore, 2020), and concludes by presenting the results and challenges at the time of writing. The success of such reform requires a systemic collaboration and stable conditions, and at this stage, it remains to be seen, which direction the reform takes.
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Ma, Hongjia, Gavin W. Fulmer, Ling L. Liang, Xian Chen, Xinlu Li, and Yuan Li. "An Alignment Analysis of Junior High School Chemistry Curriculum Standards and City-Wide Exit Exams in China." In Chemistry Education and Sustainability in the Global Age. Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-4860-6_14.

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Liubashenko, Olesia, and Olga Yashenkova. "Extending the Scope of the English Exit Exam: A Study from a Ukrainian Classical University." In Second Language Learning and Teaching. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62884-4_20.

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"18. The Use of Comprehensive Exit Exams." In Gatekeeping in BSW Programs. Columbia University Press, 2000. http://dx.doi.org/10.7312/gibb11050-022.

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Maag Merki, Katharina, and Monika Holmeier. "Comparability of semester and exit exam grades: long-term effect of the implementation of state-wide exit exams." In Educational Effectiveness Theory. Routledge, 2018. http://dx.doi.org/10.4324/9781315231037-4.

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Watkin, Sara, and Andrew Vincent. "New Ways of Interviewing." In The Consultant Interview. Oxford University Press, 2011. http://dx.doi.org/10.1093/oso/9780199594801.003.0017.

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Over recent years there has been a significant move away from the traditional interview format for junior doctor appointments with the increasing use of either competency based interviews (also known as criteria-based interviewing, behavioural interviewing and situational interviews) or assessment centres. Both of these approaches are labour intensive but are felt to ensure a more objective, rather than subjective, approach to choosing the right candidate. Additionally, assessment centres give candidates an opportunity to reinvent themselves between ‘stations’ and a new set of assessors. Assessment centres also give those candidates who naturally struggle with the interview format more opportunities to shine, and for the assessment team to get to the underlying person in more ways. These two approaches are now being explored and utilized in some consultant interviews. Behavioural or competency-based interviews are often being done back-to-back with a traditional interview. Assessment centres are being used more and more for senior appointments, e.g. Medical Director posts, advertised externally. Finally, it is even possible today to find yourself subject to Objective Structured Clinical Examination (OSCE) in an interview situation. However, this is rare but may become more prominent as different colleges take differing approaches to exit exams and final CCT attainment. However, preparation for this, besides what has already been covered in preparing yourself, developing confidence, etc., is beyond the scope of this book. If you find yourself in the unusual position of undertaking an OSCE, then it must be considered in the same light as any other clinical exam, with preparation accordingly. It is likely that new techniques and combinations will be adopted in interviews, as the requirements of consultants evolve and so too do the methods of assessing them. It is important to always find out exactly what will happen to you so that you can be appropriately prepared. These are also known as criteria-based interviewing, behavioural interviewing and situational interviews. They are increasingly used in StR interviews and there have been some trials at consultant interview level.
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Neto, Cristiana, Diana Ferreira, and António Abelha. "Improving the Decision-Making Process in a Hospital Environment With New Interactive Visualization Methods." In Research Anthology on Decision Support Systems and Decision Management in Healthcare, Business, and Engineering. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9023-2.ch049.

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A large number of medical errors occurring in hospitals happen in the diagnostic process, such as the use of outmoded tests and the failure to perform on test results, leading to delays in the diagnosis. Thus, fast and efficient access to the patients' exams and test results is essential to provide them adequate treatment. This need demands solving problems that exist during this process of consulting the results in order to reduce clinical risk. Therefore, an analysis of the problems in the visualization process of the exams in Centro Hospitalar do Porto was carried out, leading to the development of a new platform - AIDA-MCDT, whose main objective was to fill the gaps verified, making the access to exams' results more efficient and intuitive. This platform has significantly improved the system's usability, including several features designed to help healthcare professionals make decisions more quickly and securely.
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Foster, Nigel. "4. The Supremacy of EU Law and its Reception in the Member States." In Concentrate Questions and Answers EU Law. Oxford University Press, 2020. http://dx.doi.org/10.1093/he/9780198853190.003.0004.

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The Concentrate Questions and Answers series offer the best preparation for tackling exam questions. Each book includes typical questions, bullet-pointed answer plans and suggested answers, author commentary and illustrative diagrams and flowcharts. This chapter presents sample exam questions along with examiner’s tips, answer plans, and suggested answers about the supremacy of EU law and its reception in Member States. Both the legal arguments for supremacy and the political logic are often considered in establishing the reasoning for EU law supremacy. The first question concentrates on the reasons for EU law supremacy from the point of view of the Union and in the view of the Court of Justice of the European Union (CJEU (or also abbreviated CoJ)). A general question about the exit process of a state by a Member State in the light of Brexit is included.
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Herring, Jonathan. "15. Defences II." In Criminal Law Concentrate. Oxford University Press, 2020. http://dx.doi.org/10.1093/he/9780198854982.003.0015.

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Each Concentrate revision guide is packed with essential information, key cases, revision tips, exam Q&amp;As, and more. Concentrates show you what to expect in a law exam, what examiners are looking for, and how to achieve extra marks. This chapter examines the defences of consent; self-defence (which includes using reasonable force in the defence of oneself, defence of others, of property, and the prevention of crime); and duress (which consists of being compelled to commit a crime to avoid death or serious harm in a situation of immediacy where there is no route of escape). Duress is an excusatory defence; consent and self-defence are justificatory defences. If the defence of necessity does exist separately to the defence of duress, it is a justificatory defence.
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Faragher, Colin. "8. The sovereignty of Parliament." In Public Law Concentrate. Oxford University Press, 2019. http://dx.doi.org/10.1093/he/9780198840527.003.0008.

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Each Concentrate revision guide is packed with essential information, key cases, revision tips, exam Q&amp;As, and more. Concentrates show you what to expect in a law exam, what examiners are looking for, and how to achieve extra marks. This chapter discusses the definition of parliamentary sovereignty, AV Dicey’s views concerning parliamentary sovereignty, the jurisdiction of the courts, whether the substance of an Act of Parliament can be challenged, the enrolled bill rule; whether the jurisdiction of the court over an Act of Parliament can be enlarged; the rule in Pepper v Hart; entrenchment clauses; prospective formula; the effect of the Human Rights Act 1998; the purposive approach to statutory interpretation; the implications of EU law for parliamentary sovereignty and the end of the supremacy of EU law when the UK exits the European Union.
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Conference papers on the topic "Exit exams"

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El-Hassan, Hilal, Mohamed Hamouda, Tamer El Maaddawy, and Munjed Maraqa. "Student Perceptions of Curriculum-Based Exit Exams in Civil Engineering Education." In 2021 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2021. http://dx.doi.org/10.1109/educon46332.2021.9454016.

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Ahmad, Mahmoud Al, and Ali H. Al Marzouqi. "Exit exam as academic indicator." In 2013 Second International Conference on e-Learning and e-Technologies in Education (ICEEE). IEEE, 2013. http://dx.doi.org/10.1109/icelete.2013.6644378.

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Puarungroj, Wichai, Narong Boonsirisumpun, Pathapong Pongpatrakant, and Suchada Phromkhot. "Application of Data Mining Techniques for Predicting Student Success in English Exit Exam." In IMCOM '18: The 12th International Conference on Ubiquitous Information Management and Communication. ACM, 2018. http://dx.doi.org/10.1145/3164541.3164638.

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Wongwatkit, Charoenchai. "An Online Web-based Adaptive Tutoring System for University Exit Exam on IT Literacy." In 2019 21st International Conference on Advanced Communication Technology (ICACT). IEEE, 2019. http://dx.doi.org/10.23919/icact.2019.8701994.

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Puarungroj, Wichai, Narong Boonsirisumpun, Pathapong Pongpatrakant, and Suchada Phromkot. "A preliminary implementation of data mining approaches for predicting the results of English exit exam." In 2017 2nd International Conference on Information Technology (INCIT). IEEE, 2017. http://dx.doi.org/10.1109/incit.2017.8257875.

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Duan, Chang, Xiaobo Peng, Tianyun Yuan, et al. "Promoting Life-Long Learning Skills in CAD Using the Peer-Generated Screencast Tutorials." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-71891.

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To promote life-long learning skills in Computer-Aided Design (CAD) education, authors designed and implemented a student-centered instruction in the CAD courses. A quasi-experimental pre-and-post test research design was implemented. Experimental group students were asked to design screencast tutorials with their verbal explanations recorded. Students shared their screencast tutorials with their peers and provided feedback to each other’s video tutorials. Control group students were asked to review the instructor made screencast tutorials. A life-long learning survey, an engineering attitude
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Voycheck, Carrie A., Daniel P. Browe, Patrick J. McMahon, and Richard E. Debski. "Injury to the Glenohumeral Capsule During Anterior Dislocation Leads to Higher Joint Contact Forces During Simulated Clinical Exams." In ASME 2011 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2011. http://dx.doi.org/10.1115/sbc2011-53507.

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Glenohumeral joint stability is maintained by a combination of active and passive soft tissue structures and osteoarticular contact. Anatomical structures that contribute to each of these categories include the rotator cuff muscles, the glenohumeral capsule, and the contact between the articular surfaces of the humeral head and glenoid of the scapula, respectively. Dislocation may result in injury to one or more of these stabilizing components requiring the other structures to account for the deficit. For example, previous research has shown that a torn supraspinatus tendon results in increase
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Rainis, Eric J., Carrie A. Voycheck, Elizabeth A. Timcho, Patrick J. McMahon, and Richard E. Debski. "Effects of Gender on the Mechanical Properties of the Glenohumeral Capsule: Implications for Surgical Repair Techniques." In ASME 2007 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2007. http://dx.doi.org/10.1115/sbc2007-176345.

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The glenohumeral joint is the most dislocated major joint in the body and the axillary pouch of the glenohumeral capsule is the primary stabilizer at the extreme ranges of external rotation. [1] Procedures to repair the capsule following dislocation result in 12–25% of patients still experiencing pain and instability. [2] Studies performing clinical exams have found inconsistent data on differences between males and females. Increased laxity in the glenohumeral joint of females has been found as well as overall hypermobility when compared to males. [3,4] However, others have found no differenc
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Moreno, Hilda Beatriz Ramirez, Esperanza Manrique Rojas, Nora del Carmen Osuna Millan, Margarita Ramirez Ramirez, Maricela Sevilla Caro, and Bogart Yail Marquez Lobato. "Analysis of variables related to the presentation of the General Exit Exam degree in computer science EGEL-INFO at the faculty of accounting and administration (UABC) in 10 periods." In 2016 IEEE International Autumn Meeting on Power, Electronics and Computing (ROPEC). IEEE, 2016. http://dx.doi.org/10.1109/ropec.2016.7830629.

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Fransson, Torsten H., François-Xavier Hillion, and Eloi Klein. "An International, Electronic and Interactive Teaching and Life-Long Learning Platform for Gas Turbine Technology in the 21st Century." In ASME Turbo Expo 2000: Power for Land, Sea, and Air. American Society of Mechanical Engineers, 2000. http://dx.doi.org/10.1115/2000-gt-0581.

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An interactive learning platform which sets a new standard for electronic learning of gas turbine technology in a global life-long learning perspective is presented (Fig. 1). The platform contains a theoretical section in the form of several pages for each chapter available, with a significant number of related interactive simulations, movies, animations, virtual laboratory exercises, virtual study visits and realistic case studies. A significant background information related to historical development in the field, a display of existing components, nomenclature, multi-lingual dictionary and k
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Reports on the topic "Exit exams"

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Dee, Thomas, and Brian Jacob. Do High School Exit Exams Influence Educational Attainment or Labor Market Performance? National Bureau of Economic Research, 2006. http://dx.doi.org/10.3386/w12199.

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Baker, Olesya, and Kevin Lang. The Effect of High School Exit Exams on Graduation, Employment, Wages and Incarceration. National Bureau of Economic Research, 2013. http://dx.doi.org/10.3386/w19182.

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