Abstract
We study the causal effect of state-mandated (central) exit examinations (CEEs) on student performance in Germany and find a small positive effect. We also investigate what actually drives this effect. We find that the teachers’ main reaction to CEEs is to increase the amount of homework and to check and discuss homework more often. Students report increased learning pressure, which has sizeable negative effects on student attitudes toward learning. Students who take central exit exams in mathematics like mathematics less, think it is less easy, and are more likely to find it boring.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
