Log in

Relevant bibliographies by topics / Exit exams / Journal articles

To see the other types of publications on this topic, follow the link: Exit exams.

Journal articles on the topic 'Exit exams'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Exit exams.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

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 influ

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Yell, Mitchell L., Antonis Katsiyannis, James C. Collins, and Mickey Losinski. "Exit Exams, High-Stakes Testing, and Students With Disabilities." Intervention in School and Clinic 48, no. 1 (2012): 60–64. http://dx.doi.org/10.1177/1053451212449740.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Sutton, Lenford. "A Legal Overview and History of High School Exit Exams." International Journal of Educational Reform 15, no. 4 (2006): 493–500. http://dx.doi.org/10.1177/105678790601500404.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Sircar, Sabyasachi. "Reforming Medical Curriculum While Ignoring Examinations." International Journal of User-Driven Healthcare 2, no. 1 (2012): 76–78. http://dx.doi.org/10.4018/ijudh.2012010110.

Full text

Abstract:

Successive national initiatives in India to improve the medical curriculum are plagued by the lack of objective data that can help grade the existing quality of medical education. Without such quantitative data, which can be conveniently obtained through national exit exams, it is infructuous to embark upon curricular reforms. The results of the national exit exams must serve as a starting point for all subsequent reforms.

APA, Harvard, Vancouver, ISO, and other styles

14

Buckner, Elizabeth, and Rebecca Hodges. "Cheating or cheated? Surviving secondary exit exams in a neoliberal era." Compare: A Journal of Comparative and International Education 46, no. 4 (2015): 603–23. http://dx.doi.org/10.1080/03057925.2015.1088379.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Yeh, Stuart S. "Limiting the Unintended Consequences of High-Stakes Testing." education policy analysis archives 13 (October 28, 2005): 43. http://dx.doi.org/10.14507/epaa.v13n43.2005.

Full text

Abstract:

Interviews with 61 teachers and administrators in four Minnesota school districts suggest that, in their judgment, Minnesota's state-mandated tests were well-aligned with curricular priorities and teachers' instructional goals, emphasizing critical thinking as well as competencies needed to pass the Basic Standards exit exam, and avoiding the type of recall item that would require drill and memorization. This result, i n combination with a survey showing that 85 percent of Minnesota teachers support the exit exam, suggests that Minnesota has been unusually successful in designing a high stakes

APA, Harvard, Vancouver, ISO, and other styles

16

Caves, Katherine, and Simone Balestra. "The impact of high school exit exams on graduation rates and achievement." Journal of Educational Research 111, no. 2 (2016): 186–200. http://dx.doi.org/10.1080/00220671.2016.1226158.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Hemelt, Steven W., and Dave E. Marcotte. "High School Exit Exams and Dropout in an Era of Increased Accountability." Journal of Policy Analysis and Management 32, no. 2 (2013): 323–49. http://dx.doi.org/10.1002/pam.21688.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Oerke, Britta, Katharina Maag Merki, Monika Holmeier, and Daniela J. Jäger. "Changes in student attributions due to the implementation of central exit exams." Educational Assessment, Evaluation and Accountability 23, no. 3 (2011): 223–41. http://dx.doi.org/10.1007/s11092-011-9121-7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Zawistowska, Alicja. "GENDER DIFFERENCES IN HIGH-STAKES MATHS TESTING. FINDINGS FROM POLAND." Studies in Logic, Grammar and Rhetoric 50, no. 1 (2017): 205–26. http://dx.doi.org/10.1515/slgr-2017-0025.

Full text

Abstract:

Abstract The present research investigates gender gaps in the results of secondary school exit exams (Matura) in mathematics in Poland in 2015. The analysis shows that, in the basic level exam, males are highly overrepresented at the upper end of the score distribution. The same pattern did not exist in the extended-level Matura. Two explanations are offered here. The differences are driven by gender self-selection in high school programs. Students who decide on maths-related tracks have more maths lessons than other students. Secondly, a student who takes the extended Matura also has to take

APA, Harvard, Vancouver, ISO, and other styles

20

Heaney, Helen. "Fleshing out CEFR descriptors at C1 and above for the assessment of academic writing in departments of English at Austrian universities." Dutch Journal of Applied Linguistics 2, no. 1 (2013): 43–56. http://dx.doi.org/10.1075/dujal.2.1.06hea.

Full text

Abstract:

Austrian education is currently undergoing long overdue standardization procedures, with nationwide school-leaving exams still not available for most subjects. A similar standardization procedure was introduced at Graz, Klagenfurt, Salzburg and Vienna universities in 2006 when linguists and language teachers started professionalizing assessment practices for exit-level English exams in their BA programmes by developing analytic rating scales for writing. This paper describes which dimensions were selected, and how the scales were developed. Anchor descriptors were extracted from the CEFR for a

APA, Harvard, Vancouver, ISO, and other styles

21

Cellini, Stephanie Riegg, and Hernando Grueso. "Student Learning in Online College Programs." AERA Open 7 (January 2021): 233285842110081. http://dx.doi.org/10.1177/23328584211008105.

Full text

Abstract:

We draw on administrative data from the country of Colombia to assess differences in student learning in online and traditional on-campus college programs. The Colombian context is uniquely suited to study this topic, as students take a compulsory exit examination at the end of their studies. We can therefore directly compare the performance on the exit exam for students in online and on-campus programs both across and within institutions, degrees, and majors. Using inverse probability weighting methods based on a rich set of background characteristics coupled with institution–degree–major fix

APA, Harvard, Vancouver, ISO, and other styles

22

S. Abulibdeh, Enas, Kamal J I Badrasawi, and Noor Lide Abu Kassim. "EXAMINING THE ADEQUACY OF AN EXIT EXAM TO MEASURE DIPLOMA STUDENTS' ACHIEVEMENT: RASCH ANALYSIS." Humanities & Social Sciences Reviews 8, no. 2 (2020): 179–89. http://dx.doi.org/10.18510/hssr.2020.82e22.

Full text

Abstract:

Purpose of the study: This paper examines the adequacy of an exit exam using the Rasch Model. It also addresses the students' achievement on the exam items according to Learning Outcomes (LOs) i.e. what LOs have been achieved and have not been achieved. Main Findings: The Rasch analyses showed‎ that there were issues related to the adequacy of the exit exam in terms of the items' validity and items' distribution along the interval scale. The items' qualitative investigation revealed that the stems and options of some items have problems. Overall, the exam was easy for the students, and s

APA, Harvard, Vancouver, ISO, and other styles

23

Maag Merki, Katharina. "Effects of the implementation of state-wide exit exams on students’ self-regulated learning." Studies in Educational Evaluation 37, no. 4 (2011): 196–205. http://dx.doi.org/10.1016/j.stueduc.2011.12.001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Warren, John Robert, and Eric Grodsky. "Exit Exams Harm Students Who Fail Them — And Don't Benefit Students Who Pass Them." Phi Delta Kappan 90, no. 9 (2009): 645–49. http://dx.doi.org/10.1177/003172170909000908.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

AlMekkawi, Mohamad, Firas Qatouni, Sura Alhalalmeh, Imad Maalouf, Fares Daradkeh, and Hadya Abdel Fattah. "The Effect of Remediation Program in Preparing Nursing Students for Licensure Examination." International Journal of Higher Education 9, no. 3 (2020): 49. http://dx.doi.org/10.5430/ijhe.v9n3p49.

Full text

Abstract:

The challenges encountered by nursing graduates to pass the licensing exam entail considerable emotional and financial implications due to delayed employment and loss of employers’ investment in graduates’ preparation during orientation programs. The study aimed to identify the effectiveness of the remediation program by comparing students’ performance in two comprehensive Exit Exams delivered before and after the program. A descriptive time-series evaluation design was followed to determine the effectiveness of the remediation program on students’ performance. The study showed that students’

APA, Harvard, Vancouver, ISO, and other styles

26

BRODERSEN, LISA D., and ANDREW C. MILLS. "A Comparison of Two Nursing Program Exit Exams That Predict First-Time NCLEX-RN Outcome." CIN: Computers, Informatics, Nursing 32, no. 8 (2014): 404–12. http://dx.doi.org/10.1097/cin.0000000000000081.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Huddleston, Andrew P. "Understanding Responses to High School Exit Exams in Literacy: A Bourdieusian Analysis of Poetic Transcriptions." Journal of Adolescent & Adult Literacy 55, no. 8 (2012): 734–44. http://dx.doi.org/10.1002/jaal.00088.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Jürges, Hendrik, Kerstin Schneider, Martin Senkbeil, and Claus H. Carstensen. "Assessment drives learning: The effect of central exit exams on curricular knowledge and mathematical literacy." Economics of Education Review 31, no. 1 (2012): 56–65. http://dx.doi.org/10.1016/j.econedurev.2011.08.007.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Gartland, B., J. Holland, and S. Keeley. "Development of concentration-specific equine exit exams to evaluate course content and competency of graduates." Journal of Equine Veterinary Science 76 (May 2019): 111. http://dx.doi.org/10.1016/j.jevs.2019.03.166.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Daun-Barnett, Nathan, and Edward P. St. John. "Constrained Curriculum in High Schools: The Changing Math Standards and Student Achievement, High School Graduation and College Continuation." education policy analysis archives 20 (February 20, 2012): 5. http://dx.doi.org/10.14507/epaa.v20n5.2012.

Full text

Abstract:

Mathematics education is a critical public policy issue in the U.S. and the pressures facing students and schools are compounded by increasing expectations for college attendance after high school. In this study, we examine whether policy efforts to constrain the high school curriculum in terms of course requirements and mandatory exit exams affects three educational outcomes – test scores on SAT math, high school completion, and college continuation rates. We employ two complementary analytic methods – fixed effects and difference in differences (DID) – on panel data for all 50 states from 19

APA, Harvard, Vancouver, ISO, and other styles

31

Gómez Soler, Silvia Consuelo, Gloria Lucia Bernal Nisperuza, and Paula Herrera Idárraga. "Test Preparation and Students’ Performance: The Case of the Colombian High School Exit Exam." Cuadernos de Economía 39, no. 79 (2020): 31–72. http://dx.doi.org/10.15446/cuad.econ.v39n79.77106.

Full text

Abstract:

Standardized test scores play a central role in determining college admission decisions in both developed and emerging countries. For that reason, many courses are offered by schools and other educational institutions to prepare students for the exams. However, it is still unclear whether additional preparation has a positive and significant effect. The objective of this paper is to use the results of the Colombian high-school exit examination to gain a better understanding of the relationship between preparation and test results. Our results show that, on average, preparatory activities are a

APA, Harvard, Vancouver, ISO, and other styles

32

Strang, Kenneth David. "Effectiveness of instructor-led collaborative learning in the classroom." Journal of Applied Research in Higher Education 7, no. 2 (2015): 134–45. http://dx.doi.org/10.1108/jarhe-07-2012-0018.

Full text

Abstract:

Purpose – Collaborative learning was examined as a pedagogy to determine if students could improve standardized exam scores when the professor led the sessions in class. The purpose of this paper is to design a quasi-experiment to test the predictive ability of this pedagogy using a randomly allocated treatment vs control group. An externally administered standardized exam was used as the instrument. Design/methodology/approach – A post-positivist ideology was employed, quantitative data were collected from standardized exit exams scores and from the experiment factors. Descriptive statistics,

APA, Harvard, Vancouver, ISO, and other styles

33

Holme, Jennifer Jellison, and Julian Vasquez Heilig. "High-Stakes Decisions: The Legal Landscape of High School Exit Exams and the Implications for Schools and Leaders." Journal of School Leadership 22, no. 6 (2012): 1177–97. http://dx.doi.org/10.1177/105268461202200607.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Alexander, Mariko Mizuno. "Transnational English language learners fighting on an unlevel playing field: high school exit exams, accommodations, and ESL status." Language Policy 16, no. 2 (2016): 115–33. http://dx.doi.org/10.1007/s10993-015-9390-y.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Gaumer Erickson, Amy S., Jeannie Kleinhammer-Tramill, and Martha L. Thurlow. "An Analysis of the Relationship Between High School Exit Exams and Diploma Options and the Impact on Students With Disabilities." Journal of Disability Policy Studies 18, no. 2 (2007): 117–28. http://dx.doi.org/10.1177/10442073070180020201.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Meckes, Lorena, and Martín Bascopé. "Uneven Distribution of Novice Teachers in the Chilean Primary School System." education policy analysis archives 20 (September 30, 2012): 30. http://dx.doi.org/10.14507/epaa.v20n30.2012.

Full text

Abstract:

This study examines the allocation of novice primary teachers in Chilean schools, looking at their characteristics and at the attributes of the schools at which they are hired after having completed their initial teacher training. The study reveals that in Chile, more qualified novice teachers are more prone to get jobs in socio-economically advantaged schools or in schools with better academic outcomes. In contrast, in disadvantaged schools, it is more likely to find novice teachers with poor results on their exit exams and who come from socioeconomic backgrounds similar to those of the schoo

APA, Harvard, Vancouver, ISO, and other styles

37

Kühn, Svenja Mareike. "Exploring the use of statewide exit exams to spread innovation—The example of Context in science tasks from an international comparative perspective." Studies in Educational Evaluation 37, no. 4 (2011): 189–95. http://dx.doi.org/10.1016/j.stueduc.2012.01.003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Dee, Thomas S., Will Dobbie, Brian A. Jacob, and Jonah Rockoff. "The Causes and Consequences of Test Score Manipulation: Evidence from the New York Regents Examinations." American Economic Journal: Applied Economics 11, no. 3 (2019): 382–423. http://dx.doi.org/10.1257/app.20170520.

Full text

Abstract:

We show that the design and decentralized scoring of New York’s high school exit exams—the Regents Examinations—led to systematic manipulation of test scores just below important proficiency cutoffs. Exploiting a series of reforms that eliminated score manipulation, we find heterogeneous effects of test score manipulation on academic outcomes. While inflating a score increases the probability of a student graduating from high school by about 17 percentage points, the probability of taking advanced coursework declines by roughly 10 percentage points. We argue that these results are consistent w

APA, Harvard, Vancouver, ISO, and other styles

39

Maag Merki, Katharina, and Britta 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 29, no. 1 (2016): 23–54. http://dx.doi.org/10.1007/s11092-016-9244-y.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Chu, Hsiu-yu, and Hsi-nan Yeh. "English Benchmark Policy for Graduation in Taiwan’s Higher Education: Investigation and Reflection." Journal of Language Teaching and Research 8, no. 6 (2017): 1063. http://dx.doi.org/10.17507/jltr.0806.06.

Full text

Abstract:

Encouraged by the Ministry of Education (MOE), an increasing number of universities and colleges in Taiwan have started to set their own English benchmarks for graduation using external standardized language tests as exit exams. The present study investigated and reflected on the implementation of this policy at two technological universities in Taiwan by answering two research questions: (1) How did college administrators, teachers and students perceive the policy? (2) What washback effects did the English graduation benchmark policy bring about? A mixed-methods approach was adopted for the s

APA, Harvard, Vancouver, ISO, and other styles

41

Tarasi, Dennis D. "An Analysis of Students' Makeup-Exam Results and Performance in Undergraduate Biology Courses." American Biology Teacher 82, no. 5 (2020): 308–14. http://dx.doi.org/10.1525/abt.2020.82.5.308.

Full text

Abstract:

A consistent challenge for undergraduate instructors is how to properly and objectively assess students who cannot attend regularly scheduled exams. Though many alternatives exist, perhaps the most common strategy is to allow students to take a makeup exam at a different time. Many instructors avoid this option for fear of the students gaining an unfair advantage in their exam preparations. I assessed student performance on makeup exams in relation to their typical performance on other exams throughout the course, to determine if there was any signal of score improvement or decline on makeup e

APA, Harvard, Vancouver, ISO, and other styles

42

Petrlik, Iván, Ciro Rodriguez, Pedro Lezama, Ricardo Inquilla, Manuel Hilario, and Enma Vásquez. "Online Assessment System in Improving Programming Student Learning." Journal of Computational and Theoretical Nanoscience 17, no. 11 (2020): 5025–31. http://dx.doi.org/10.1166/jctn.2020.9336.

Full text

Abstract:

In this work, research aimed to determine the influence of the design and implementation of an online evaluation system for student learning at a university in Lima. An online evaluation system with web technology was designed and implemented that is comprised of supervised and exercise qualification exams, where students answer questions with the optional use of aids that allowed them to improve their results. It was worked with a population of 30 students of the Programming Language I subject to the Systems Engineering degree. The type of research was applied, and the design was quasi-experi

APA, Harvard, Vancouver, ISO, and other styles

43

Nibert, Ainslie T., Anne Young, and Robin Britt. "The HESI Exit Exam." Nurse Educator 28, no. 3 (2003): 141–45. http://dx.doi.org/10.1097/00006223-200305000-00009.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Nibert, Ainslie T., Anne Young, and Robin Britt. "The HESI Exit Exam." Nurse Educator 30, Supplement (2005): 49S—53S. http://dx.doi.org/10.1097/00006223-200505001-00012.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Nibert, Ainslie T., Anne Young, and Robin Britt. "The HESI Exit Exam." CIN: Computers, Informatics, Nursing 23, Supplement (2005): 49S—53S. http://dx.doi.org/10.1097/00024665-200505001-00012.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Nibert, Ainslie T., Anne Young, and Robin Britt. "The HESI Exit Exam." CIN: Computers, Informatics, Nursing 24 (May 2006): 57S—61S. http://dx.doi.org/10.1097/00024665-200605001-00013.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

McCarthy, Kathryn. "Surviving the exit exam." Bulletin of the Royal College of Surgeons of England 90, no. 1 (2008): 18–19. http://dx.doi.org/10.1308/147363508x265208.

Full text

Abstract:

The exit exam (intercollegiate specialty examination) is the final rite of passage for surgical trainees. 'Old-system' SpRs like us have spent many years as SHOs, several more years in research and are then lucky enough to become registrars. The final years of training have been spent developing specialist operative skills and gaining as much practical experience as possible before taking on full responsibility as a consultant surgeon. During these years learning the craft of surgery is at its most intensive. The prospect, therefore, of a sudden return to a theory examination is a daunting one

APA, Harvard, Vancouver, ISO, and other styles

48

Nibert, Ainslie T., Anne Young, and Robin Britt. "The HESI Exit Exam." Nurse Educator 33, Supplement (2008): 70S—74S. http://dx.doi.org/10.1097/01.ncn.0000336447.32165.70.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Motallebzadeh, Khalil, and Mahmood Khosravani. "Comparing Predictive Validity of Islamic Azad University English Proficiency Test and Standard Proficiency Tests against a Socio-Cognitively Validated Test of English for Specific Purpose." International Journal of Linguistics, Literature and Translation 3, no. 12 (2020): 68–72. http://dx.doi.org/10.32996/ijllt.2020.3.12.9.

Full text

Abstract:

In spite of the facts that validity is known as a unified concept in contemporary theory and practice, investigating the sub-construct of this concept enlightens the discipline to a great extent. Predictive validity of high-stakes tests such as English proficiency tests (EPTs) which are used for critical educational decisions is an example. EPT of Islamic Azad University (IAU), as a localized form of national and international scale proficiency tests, is served as an obligatory part of exit program for PhD candidates. Considering the fact that manipulating ESP texts is a major language learnin

APA, Harvard, Vancouver, ISO, and other styles

50

Gillespie, Maria D., and Julie W. Nadeau. "Predicting HESI® Exit Exam Success." Nursing Education Perspectives 40, no. 4 (2019): 238–40. http://dx.doi.org/10.1097/01.nep.0000000000000410.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!