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Consequences and outcomes of policies governing medium-stakes large-scale exit exams

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Abstract

Large-scale externally mandated exit exams are common in many education systems. Exit exams are considered medium stakes when exam scores are blended with school-awarded marks to determine a final course grade. This study examined the effects of policy decisions regarding the weighting of exam and school-awarded marks when calculating a student’s final blended grade. Grade 12 teachers (n = 343) in the Sciences and Humanities were surveyed regarding the effects of Alberta’s exit exam program on their planning and assessment practices. This study found that these exit exams had a profound impact on teacher practice at both the 50% and 30% weightings, leading to narrowing of planning and assessment practices. While a recent change in weighting contributed to a minor shift away from this practice, perceived narrowness of the exit exam’s content sample and perceived pressure related to classroom assessment outcomes were factors that mitigated this potential shift.

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Notes

  1. Language Arts for French immersion students. This is different from French Language Arts which is not for immersion students.

  2. In Alberta, all grade 12 courses are designated as 30 level courses (e.g., Chemistry 30). In Social Studies, English Language Arts, and Mathematics, there are multiple streams of 30 level courses (e.g., Math 30-1, Math 30-2). As a general rule, dash one courses are more academic in focus than are dash two courses.

  3. Alberta’s newest generation large-scale assessment program.

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Authors and Affiliations

  1. Faculty of Education, University of Lethbridge, Lethbridge, Canada

    David Slomp, Richelle Marynowski, Victoria Holec & Brittany Ratcliffe

Authors
  1. David Slomp
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  2. Richelle Marynowski
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  3. Victoria Holec
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  4. Brittany Ratcliffe
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Correspondence to David Slomp.

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Appendix

Appendix

Survey question

Scoring system

Will you be teaching a diploma examination course during the 2015–2016 school year?

Yes; no

How many years of teaching experience do you have?

Less than 5 years; 5–10 years; 11–15 years; 16–20 years; over 20 years

Which of the following will you be teaching during the 2015–2016 school year? (Please select all that apply)

Mathematics 30-1; Mathematics 30-2, English Language Arts 30-1; English Language Arts 30-2; Social Studies 30-1; Social Studies 30-2; Biology 30; Chemistry 30; Physics 30; Science 30; Français 30

How many years have you been teaching diploma examination courses?

This is my first; 2–5 years; 6–10 years; over 10 years

Which diploma examination courses have you taught prior to the 2015–2016 school year? (Please select all that apply)

Mathematics 30-1; Mathematics 30-2, English Language Arts 30-1; English Language Arts 30-2; Social Studies 30-1; Social Studies 30-2; Biology 30; Chemistry 30; Physics 30; Science 30; Français 30

Have you participated in any of the following (Please select all that apply)

Marking diploma examinations; item writing for diploma examinations; reviewing diploma examinations on technical review committees; field testing diploma examination; none of the above

From your perspective, how much importance does your district administration put on diploma exam scores?

10-level scale with the following labeled: not important (far left); moderately important (middle); very important (far right)*

From your perspective, how much importance does your school administration put on diploma exam scores?

10-level scale with the following labeled: not important (far left); moderately important (middle); very important (far right)*

From your perspective, how much importance does your parent community put on diploma exam scores?

10-level scale with the following labeled: not important (far left); moderately important (middle); very important (far right)*

From your perspective, how much importance do your students put on diploma exam scores?

10-level scale with the following labeled: not important (far left); moderately important (middle); very important (far right)*

How much importance do you put on diploma exam scores?

10-level scale with the following labeled: not important (far left); moderately important (middle); very important (far right)*

To what extent do you feel pressure to ensure that the marks that students earn in class be relatively close to their diploma exam score?

10-level scale with the following labeled: no pressure (far left); moderate pressure (middle); significant pressure (far right)*

What are the key sources of the pressure that you feel to ensure that the marks students earn in class be relatively close to their diploma exam score? (Please select all that apply)

Self; colleagues; parents; students; school administration; district administration; media; none of the above; other (please specify)

To what extent was your planning for diploma examination courses influenced by the presence of a diploma examination when the exams were weighted at 50%?

10-level scale with the following labeled: not influenced (far left); moderately influenced (middle); significantly influenced (far right)

Please describe the specific ways the diploma exam, at 50% weighting, influenced your planning.

 

To what extent were your classroom assessment practices influenced by the presence of a diploma examination when the exams were weighted at 50%?

10-level scale with the following labeled: not influenced (far left); moderately influenced (middle); significantly influenced (far right)

Please describe the specific ways the diploma exam, at 50% weighting, influenced your classroom assessment practices.

 

To what extent has your planning for diploma exam courses changed (or will it change) this year now that weighting of the examinations has been reduced to 30%?

10-level scale with the following labeled: no change (far left); moderate change (middle); significant change (far right)

Please describe the specific ways your planning has changed (or will change) this year.

 

To what extent have your classroom assessment practices changed (or will they change) this year now that weighting of the examinations has been reduced to 30%?

10-level scale with the following labeled: no change (far left); moderate change (middle); significant change (far right)

Please describe the specific ways your classroom assessment practices have changed (or will change) this year.

 

To what extent do you believe the diploma exam measures the breadth of knowledge and skills required of students by the curriculum?

10-level scale with the following labeled: does not measure breadth (far left); moderate measure of breadth (middle); significant measurement of breadth (far right)*

Thank you for your submission. We are interested in hearing more about your experiences. A second component of this study consists of a voluntary interview. If you agree to voluntarily participate in the second component to this study, your participation will include engagement in a 30-min interview either in person or via technology (phone call, Skype, Google Hangout). By entering your name and e-mail address and by clicking “Submit Responses,” you have indicated that you understand and agree to be contacted by the researchers for a follow-up interview.

 
  1. *Space provide for further comments

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Slomp, D., Marynowski, R., Holec, V. et al. Consequences and outcomes of policies governing medium-stakes large-scale exit exams. Educ Asse Eval Acc 32, 431–460 (2020). https://doi.org/10.1007/s11092-020-09334-8

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