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Zentrale Abschlussprüfungen und Schülerleistungen. Individualanalysen anhand von vier internationalen Tests

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  • Wößmann, Ludger

Abstract

Zentrale Abschlussprüfungen lassen sich im Rahmen von Prinzipal-Agenten-Modellen als \"Accountability\"-Maßnahme verstehen, die Schüler und Schulen für ihre erbrachten Bildungsleistungen verantwortlich macht. Umfassende Regressionsanalysen anhand der Schülerindividualdaten von vier internationalen Schülerleistungsvergleichen - TIMSS 1995, TIMSS 1999, PISA 2000 und PISA 2003 - zeigen, dass zentrale Abschlussprüfungen im internationalen Vergleich mit wesentlich besseren Schülerleistungen einhergehen. Der Zentralprüfungseffekt findet sich ebenfalls im Vergleich der deutschen Bundesländer, und die dort gefundene Effektgröße lässt sich statistisch nicht von der internationalen Schätzung unterscheiden. Darüber hinaus belegen die internationalen Ergebnisse, dass zentrale Abschlussprüfungen ansonsten tendenziell eher negative Effekte erhöhter Schulautonomie vielfach in positive Effekte umdrehen. Dies belegt, dass zentrale Abschlussprüfungen nicht nur die Schüler, sondern auch die Entscheidungsträger in den Schulen zu leistungsförderndem Verhalten bewegen. (DIPF/Orig.) ; Within the framework of principal-agent-models, central exit exams can be modelled as measures of accountability which hold students and schools responsible for their educational achievements. Comprehensive regression analyses on the basis of individual student data provided by four international comparative studies on student achievement (TIMSS 1995, TIMSS 1999, PISA 2000, and PISA 2003) show that, compared internationally, central exit exams are associated with substantially higher student performance. The effect of central exit exams is also apparent in a comparison between the German Laender; statistically, the results found here cannot be distinguished from the international estimate. Furthermore, the international results show that central exit exams tend to turn otherwise negative effects of increased school autonomy into positive effects. This, in turn, suggests that central exit exams induce not only students, but also the decision-makers at schools to act and behave in a way that is conducive to learning. (DIPF/Orig.)

Suggested Citation

  • Wößmann, Ludger, 2008. "Zentrale Abschlussprüfungen und Schülerleistungen. Individualanalysen anhand von vier internationalen Tests," Munich Reprints in Economics 19668, University of Munich, Department of Economics.
    • Handle: RePEc:lmu:muenar:19668
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    References listed on IDEAS

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    1. Thomas Fuchs & Ludger Wößmann, 2008. "What accounts for international differences in student prformance? A re-examination using PISA data," Studies in Empirical Economics, in: Christian Dustmann & Bernd Fitzenberger & Stephen Machin (ed.), The Economics of Education and Training, pages 209-240, Springer.
    2. Hendrik Jürges & Kerstin Schneider & Felix Büchel, 2005. "The Effect Of Central Exit Examinations On Student Achievement: Quasi-Experimental Evidence From TIMSS Germany," Journal of the European Economic Association, MIT Press, vol. 3(5), pages 1134-1155, September.
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    6. Ludger Wöbmann & Elke Lüdemann & Gabriela Schütz & Martin R. West, 2007. "School Accountability, Autonomy, Choice, and the Level of Student Achievement: International Evidence from PISA 2003," OECD Education Working Papers 13, OECD Publishing.
    7. Bishop, John H. & Moriarty, Joan Y. & Mane, Ferran, 2000. "Diplomas for learning, not seat time: the impacts of New York Regents examinations," Economics of Education Review, Elsevier, vol. 19(4), pages 333-349, October.
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