Thematische Bibliographien / High school leaving exam

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Auswahl der wissenschaftlichen Literatur zum Thema „High school leaving exam“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "High school leaving exam"

Liana, Disti. „Penanaman Nilai Kejujuran Saat Ujian Nasioal di SMK Nurul Iman Palembang“. BELAJEA: Jurnal Pendidikan Islam 3, Nr. 1 (11.07.2018): 23. http://dx.doi.org/10.29240/bjpi.v3i1.386.

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Almost every year education in Indonesia is always shrouded in problems especially when national exam will be held. Problems that arise like cramming, compressing National Exam subjects by leaving other lessons, forming successful teams, and giving sanctions to Schools that fail the National Exam, and others. Supposedly, the National Exam is the answer in our efforts to realize an honest and achieving education process. This study aims to determine how the teacher's efforts in inculcating the value of honesty during the National Examination at Vocational High School Nurul Iman Palembang. This research is a field research with qualitative approach. To obtain data in this research, researcher use some methods in collecting data that are observation, interview and documentation. Data analysis technique used is descriptive technique. The result of the research is the cultivation of honesty value during the National Exam in Vocational High School Nurul Iman Palembang, among others: First, appealed and advised the students to study hard at home and school and take the best time to learn. Second, hold impromptu evaluation. Third, cultivating faith in God confesses that there is no god but Allah, always remember Allah wherever located so afraid to commit sins or errors intentionally even if not known by others. Fourth, explain the honest benefits of the National Examination.

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Malarz, Roman. „Charakterystyka kandydatów na studia z turystyki i rekreacji na Uniwersytecie Pedagogicznym w Krakowie“. Studies of the Industrial Geography Commission of the Polish Geographical Society 15 (01.01.2010): 286–98. http://dx.doi.org/10.24917/20801653.15.25.

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In year 2009, Institute of Geography of the Pedagogical University of Cracow created a new course of study, i.e. Tourism and Recreation. A record breaking number of 1022 prospective students applied for enrolment for the first year of study. A great majority of candidates came from the Małopolskie voivodship and the city of Cracow (the total of 65.1%). A significant number of applicants came also from the neighbouring provinces, i.e. Podkarpackie (11.4%), Śląskie (10.1%) and Świętokrzyskie (5.0%). Over 35% of candidates came from rural areas, which constitutes a fairly high percentage value on the national scale, due to the fact that the Małopolskie, Podkarpackie, and Świętokrzyskie voivodships constitute territorial units where rural residents are outnumbered by rural population. Admission was based on applicants’ results obtained in the secondary-school-leaving exam. The recruitment committee calculated the average of grades obtained from all exams, applying 1.5 conversion factor to advance level exams, and 1.5 and 2 conversion factor to the basic and advanced level exam in geography, respectively. Consequently, the highest-scoring applicants exceeded the value of 100%. The highest score was achieved by a candidate from Węgierska Górka (143.83%). The applicant with the lowest score came from Cracow (41.33%). The average grade obtained from the secondary-school leaving exam for all applicants equalled 76%. The majority of candidates were women (72.7%), who also “improved” their results and constituted 80% of students admitted to the first year of study.

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Tabisz, Anna. „O pytaniach podczas rozmowy maturalnej z języka polskiego“. Kształcenie Językowe 17 (01.10.2019): 29–41. http://dx.doi.org/10.19195/1642-5782.17(27).3.

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“Now, let us move to our conversation — please name characteristics of a parable”. On questions students are asked during their high school oral leaving exam in PolishIn the article I present the results of a qualitative and quantitative analysis of 149 questions asked by teachers during 30 high school oral leaving exams in Polish. In this I use the classification formulated by Elizabeth Perrott, who, taking into account Benjamin Bloom’s “taxonomy of educational objectives”, has proposed a division of the questions by the type of thinking process launched during answering, distinguishing lower-level questions recall, understanding, application and higher-level questions analysis, synthesis and evaluation.The article consists of two main parts. In part one I present the category of question from pragmatic, grammatical and didactic perspectives; in part two I discuss the results of a qualitative and quantitative analysis of the question, which unequivocally demonstrates that examiners overuse lower-level questions over 70 percent in the studied material.

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Marcarelli, Gabriella, und Paola Mancini. „HIGH SCHOOL CHOICE: HOW DO PARENTS MAKE THEIR CHOICE?“ International Journal of the Analytic Hierarchy Process 11, Nr. 1 (24.04.2019): 91–109. http://dx.doi.org/10.13033/ijahp.v11i1.633.

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Location, well-qualified teachers, leaving score and academic performance are the main factors associated with parents' high school choices. This paper aims to provide students and their parents with a helpful tool for synthesizing these elements. By focusing on a small Italian town, we analyze Eduscopio and ScuolainChiaro’s data concerning high schools’ characteristics and students’ performances, and apply the Analytic Hierarchy Process (AHP) in order to derive the ranking of high schools taking into account three criteria: the students' performance at school, their academic performance and the school’s characteristics (such as the number of students per class and per teacher). The results from the AHP procedure using only school performances and characteristics highlight that the classic lyceum has the best performance and the scientific lyceums rank second, albeit rather close to the other lyceums. Entering the academic performance factor into the model changes the ranking of preferences in favor of the scientific lyceum, whose value is slightly higher than the classic one, and decreases the values of the other lyceums and technical high schools. This is due to the excellent academic performance of those who leave scientific schools, mostly in terms of credits at the end of the first year and average exam scores.

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Hamad, Zaitoon A., Mamoon Q. Salih und Sayfaddin S. Hamad. „Effect of Test Anxiety on Some Physiological and Biochemical Parameters“. Koya University Journal of Humanities and Social Sciences 4, Nr. 1 (30.06.2021): 15–20. http://dx.doi.org/10.14500/kujhss.v4n1y2021.pp15-20.

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The current case study is based on semi structured interviews. The psychological effects of stress can impair the students' ability to think, behavior and emotions during exams. Also stress can cause restlessness; lack of motivation and irritability, the research tested the effects of examination anxiety on 200 male and female high school students with effects on cardiac rhythm and vascular regulations with using a Hamilton Anxiety Scale questionnaire. The results showed a statistically significant difference (p<0.05) in groups' systolic blood pressure during the test compared to both participants after the examination. The experiment aimed at knowing the impact of anxiety/stress on the cardiovascular system, for example, blood pressure, random blood sugar and pulse levels during and after exam on high school students and their sexual predominance. This condition negatively impacts their motivation and academic performance, minimizes their interest in education, and leads to the incidence of anxiety in both academia and the family. This depression can have a destructive impact on students' professional and personal lives, leaving them anxious, exhaustive and socially isolated at low academic levels, blood pressure. The hazardous factors that can alter the arterial pressure and cardiac frequency include age, gender, ethnicity, family history, obesity, smoking and alcoholism.

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Kulpa, Sherri, und Sherrie Wisdom. „An Investigation of Success Factors in a High School Algebra Intervention Program“. Journal of Research in Science Mathematics and Technology Education 4, Nr. 3 (20.08.2021): 205–24. http://dx.doi.org/10.31756/jrsmte.433.

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This quantitative study allowed investigation of a high school Algebra intervention program through examination of potential relationships among teachers’ beliefs about teaching and learning, teachers’ instructional styles, students’ academic self-concept in mathematics, and students’ mathematics achievement. Existing research focused on individual components used in this study on the elementary level; thus, leaving a gap in understanding of how factors related to the success of high school students. Results may provide information to teachers and administrators regarding relationships among factors shown to impact student achievement in mathematics, and provide evaluation of an Algebra intervention program at the secondary level. The researcher utilized the National Council of Teachers of Mathematics Teaching and Learning Beliefs Questionnaire to identify beliefs about teaching and learning mathematics and the Reformed Teaching Observation Protocol (RTOP) to determine how closely instruction in Algebra classrooms aligned with constructivist practices. Students were given the Academic Self-Description Questionnaire II (ASDQII) as pre-and-post measures of academic self-concept in relation to mathematics; then, data were checked for relationships to achievement, measured by common semester final exams. Pearson Product Moment Correlation Coefficient analysis determined significant relationships existed between RTOP scores and the ASDQII prompts: I am hopeless when it comes to mathematics; work in mathematics is easy for me; and I get good marks in mathematics classes. Significant relationships were defined between Teaching Style and both Productive and Unproductive Teacher Beliefs, as well as between students’ academic self-concept in mathematics and overall mastery of Algebra content, measured by scores on common semester finals.

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Patten, Chris. „New school‐leaving exam. on course“. Education + Training 28, Nr. 4 (April 1986): 111. http://dx.doi.org/10.1108/eb017256.

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Kotrba, Tomáš. „The importance of management competencies of workers at the middle level of management in the hospitals“. Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 56, Nr. 6 (2008): 47–58. http://dx.doi.org/10.11118/actaun200856060047.

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This paper deals with management competencies of head and department nurses in Moravian hospitals. There are cited papers from Czech authors in the theoretical part which deal with health care, and the work of nurses. The research is based on a questionnaire sent to the hospitals in Znojmo, Třebíč and the Faculty hospital of St. Anna in Brno. Totally, the average response rate was 63,6 %, covering 886 nurses, 124 department nurses and 29 head nurses – 1039 in total. In terms of nurses’ education the high school-leaving exam is most common; in average about 80 % of all nurses. And this is the same for head and department nurses, where there will be a requirement for a university degree in future especially for the position head nurse. This research shows that informal relationships predominate in hospitals. This is based on the democratic managerial style of department and head nurses. They predominantly obtained knowledge from human resource management in their working practice and previous occupation, (65,9 % respondents). Nurses and especially department nurses (66,7 %) don’t want to manage people but don’t want to reach higher positions (I think this is what you mean) and don’t reach position of their subordinate. Department nurses but head nurses would like to participate in management and human resource management courses. According to the results of this questionnaire research (evaluation of nurses and self evaluation of department nurses and head nurses as well) management competencies are on good level in analysed hospitals. By testing dependence of chosen variables was found middle strong dependence between valuables: working position by department and head nurses and their preferences of communicative relationships. By department nurses which evaluated managerial style of head nurse and satisfaction with their occupation was found middle strong dependence as well.

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Yedzheyak, Lena. „COMPARATIVE ANALYSIS OF THE PROFESSIONAL ASPIRATIONS OF LYCEUM STUDENTS (ACCORDING TO THE RESULTS OF THE FINAL EXAMS FOR OBTAINING POLISH AND INTERNATIONAL CERTIFICATES)“. Osvitolohiya, Nr. 9 (2020): 101–12. http://dx.doi.org/10.28925/2226-3012.2020.9.11.

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The secondary school-leaving examination is an important moment in the life of a young person. It is a kind of border after which acquired social skills and educational resources will affect the awakening and embedding of professional aspirations and will allow adults to make decisions on matters of further life path. This path begins in elementary school and counts in the student’s life for about twelve years. Therefore, it seems reasonable to assume that after such a period of education and pedagogical interactions, one would expect the student to know his strengths, passions, aspirations, and thus see the shape of his future life path and know how to implement it. It was assumed that with different curriculum curricula, access to knowledge is different, so the impact of these differences on the level of students’ professional aspirations was compared to examine the actual state of this phenomenon. At the beginning of the article, terminology and definitions of professional aspirations as well as their levels and conditions in the literature are presented. Then, the results of research carried out in two classes of the same high school, but learning in different core curricula, are presented. Finally, the results were summarized and conclusions were drawn. The study showed that different curricula gave different results of students’ knowledge.According to these indicators, the author made a corresponding comparison of the impact of these differences on the level of professional aspirations of students. In addition, the article describes in detail the actual state of the situation. The summarized results of the study on the teaching of classes in different programs made it possible to make suggestions for further educational prospects. The main conclusion is that educational programs for classes with Polish certificates require changes in the orientation of young people to their professional aspirations, in order to plan further educational and professional path.

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Malian, Ida M., und Laura L. Love. „Leaving High School“. TEACHING Exceptional Children 30, Nr. 3 (Januar 1998): 4–10. http://dx.doi.org/10.1177/004005999803000301.

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Dissertationen zum Thema "High school leaving exam"

Bhattarai, Yogendra Bahadur. „The Assessment System Reform of the School Leaving Certificate Exam in Nepal: A Grounded Theory of the Reform Process“. Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39002.

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This dissertation presents multiple facets of the assessment system reform of the School Leaving Certificate (SLC) exam in Nepal through grounded theory methodology. The main purpose of this study is to develop a substantive grounded theory of the reform that explicates a complete process of the assessment reform, i.e., how this reform was conceptualized, what was done as a foundational preparation, how it was implemented, and what were the preliminary responses to the reform implementation. In order to theorize the reform process, this study applied a constructivist grounded theory approach, specifically based on the work of Charmaz (1996, 2005, 2006, 2012), as the research methodology. The data were collected by conducting 10 focus group discussions and 24 one-on-one semi-structured interviews. The participants represented almost all the categories of stakeholders (e.g., policymakers, employers, teachers, students) as well as experts and educators. The emergent conceptual categories and sub-categories from the interviews and focus group discussions were categorized under three constructs: (1) Conceptualization of the reform, (2) implementation of the reform and (3) reform effects. The first construct covers those theme categories and sub-categories that state the origin and type of the reform, reform aims, and framework as well as preparation for the reform. Similarly, the second construct includes those theme categories and sub-categories that inform the mechanism underpinning reform related information dissemination, the strategic plan used to implement the reform and factors that could influence the reform process. Finally, the third construct comprises those categories that discuss reform associated quandaries and condemnation, factors contributing to magnifying the quandaries, resultant opportunities from the reform, reform impact, step forward, and other relevant categories. The findings have been explicated under three phases- the pre-implementation phase, the implementation phase and the post-implementation phase as the integrated grounded theory. The theoretical components presented under the pre-implementation phase include exhaustive analysis of need and feasibility; input from experts, educators and key stakeholders; clarity on reform aims and objectives; cooperative triangular relationships; comprehensive documentation; explicit roadmap and exhaustive planning; infrastructure and resource management, and capacity building. Similarly, three major theoretical components- teacher advocacy, stakeholder ownership, and timely and authentic information have been described under the implementation phase. Finally, eight major theoretical components, such as identification and analysis of resulting issues, immediate actions for the urgent/sensitive issues, special programs for the low-grade holders, bridge between academic and vocational programs, need for impact analysis, effective communication channel, need for institutional memory, need for an unconventional assessment system, and need for a resourceful unit of assessment and testing have been presented under the post-implementation phase. The combination of the theoretical components described under the three phases mentioned above is the integrated substantive grounded theory of the assessment system reform in Nepal. This study contributes by adding value for those involved in assessment reform as well as the academicians and researchers because it puts forward recommendations for foundational preparation and homework in the conceptual phase of assessment reform; action steps to minimize the possible resistance to reform; strategies to implement the reform successfully; and initiatives to institutionalize the reform or address the resulting issues and concerns.

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Ostrander, Lorie Coleen. „Voices a case study of early school leaving /“. Diss., Online access via UMI:, 2009.

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Hodgson, David. „Boys in and out of school : narratives of early school leaving /“. Access via Murdoch University Digital Theses Project, 2006. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20061019.140656.

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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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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—the Educational Longitudinal Study of 2002—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 and student attainment outcomes. Transfer behavior was of interest because past research has found that schools that were successful in improving student achievement outcomes were not as successful in keeping transfer and dropout rates low (Rumberger & Palardy, 2005). Transfer behavior was conceptualized as a mediator to the likelihood of earning a regular high school diploma.

The logistic regression models used to answer the study's research questions found no evidence that statewide exit exams impacted the likelihood of transfer between the 10th and 12th grades or attainment of a regular high school diploma. There was also little evidence that the intensity of the exit exam, as measured using a composite indicator developed by the author, was associated with transfer or attainment outcomes, although the intensity may be influenced by the longevity of the policies.

Using a broader identification of exit exams that incorporated statewide exit exams, school-initiated exit exams, or locally mandated exit exams identified by school administrators, there was some limited evidence that exit exams were associated with an increased likelihood of transfer and decreased likelihood of earning a regular high school diploma. These results were particularly evident for the bottom quartile of performers on an achievement test (those most likely to fail an exit exam), while having no apparent impact on the top quartile of performers. The findings of this study suggest that school-initiated or locally mandated exit exam policies may be a confounding factor in analyses of the impact of statewide high school exit exam policies. Recommendations for future research and policy are discussed.

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Edwards, Michael Lynn Jr, und Brandon Bowman Thayn. „An assessment of foster youth and the California High School Exit Exam“. CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3192.

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Jennings, Susan Leigh, und Deborah Kay Perry. „Parents' perceptions of the California High School Exit Exam and some social implications“. CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2570.

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The purpose of this study was to explore the awareness and feelings of parents and their perceptions about the California High School Exit Exam (CAHSEE) and the impact on their children. Also, it looked at the social implications from an ecological perspective.

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Fortuin, Kevin M. „American Indian High School Student Persistence and School Leaving: A Case Study of American Indian Student School Experiences“. Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/265553.

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One method by which student success or failure is measured is whether or not students graduate or dropout. The current educational policy, No Child Left Behind Act of 2001, aims to close the achievement gap among different ethnic groups. Despite these goals, American Indian students have the highest dropout rate and lowest graduation rate in the country. For well over a century, federal educational policy has failed to meet the educational needs of American Indian students. This research project shows the need for perspectives to change in terms of "dropping out" and "graduating" in order to address and improve the success rates for Native American students in K-12 public schools. This thesis focuses on urban Native American student schooling experiences, calling for a need to avoid labeling students and for schools to place a greater emphasis on building positive interpersonal relationships with students and families.

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Richardson, Connie J. „Impact of Increased High School Mathematics Requirements on College Entrance Exam-Taking and Scores“. Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703344/.

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Research shows that students who take advanced mathematics courses perform better on measures of college readiness than students who take less rigorous courses. However, no clear effect has been shown on requiring all students to take more advanced courses. This study examined whether increases in the number and level of mathematics courses required for high school graduation have resulted in increased levels of college aspirations and preparedness. Specifically, twenty years of data from a rural school district in Texas were analyzed to determine whether the impact on college entrance exam-taking and performance differed by the mathematics requirements in effect for each class. Logistic and linear regression modeling revealed no statistically significant effect of higher requirements. And while overall results by gender and race mirrored previous research, with males tending to have higher scores than females and White students tending to score higher than African-American and Latinx students, the increased requirements were not associated with any mitigation in these inequities.

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Zimmerly, Randall James. „Perceptions of Indiana superintendents and high school principals toward the Indiana Graduation Qualifying Exam (GQE)“. Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1259305.

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In 1995, the Indiana General Assembly passed legislation that required a graduation exam be given to all Indiana high school students. This researcher examined the perceptions Indiana superintendents and high school principals hold toward the Indiana Graduation Qualifying Exam (GQE).The population of the study consisted of all public school superintendents and public school high school principals listed in the 2001 Indiana Division of School Finance and Education Information database. The entire population was sent the Indiana's Graduation Qualifying Exam Survey, which was developed by the researcher. The survey instrument consisted of demographic questions asking for personal and professional characteristics, 20 statements designed to generate respondent perceptions, and four open-ended questions.Findings indicated superintendents and high school principals perceived that the GQE was a valid indicator of minimum competency in English/language arts and mathematics and that the GQE encouraged students to reach minimum competency levels. The overall effect of the GQE was not perceived to be negative but superintendents and high school principals were unsure as to the GQE promoting the improvement of instruction or having a positive influence on student achievement. Superintendents and high school principals did not perceive the GQE was a valid measure of school effectiveness, school district effectiveness, or that it was a valid predictor of a student's future success. The study showed that changes were made by schools districts to align remediation programs, staff development and curriculum to state standards since the implementation of the GQE.Significant differences in perception were obtained between superintendents and principals, as well as among superintendents, and among principals when grouped by personal and professional characteristics.
Department of Educational Leadership

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West, Suzanne. „The Predictive Relation of a High School Mathematic GPA to High-Stakes Assessment Achievement Scores in Mathematics“. Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13264.

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Course grades, which often include non-achievement factors such as effort and behavior and are subject to individual teacher grading philosophies, suffer from issues of unreliability. Yet, course grades continue to be utilized as a primary tool for reporting academic achievement to students and parents and are used by most colleges and universities as an admissions measure. High-stakes assessment results are also used by schools to convey student achievement, and several states now require students to pass an exam to receive a diploma. What is less clear, however, is the relation between these two measures, GPA and high-stakes assessment results. One purpose of this study was to examine the predictive relation of mathematics GPA to student performance on high-stakes assessments. Multiple regression models were used to analyze the predictive relation between mathematics GPA and performance on the ACT and the Oregon Assessment of Knowledge and Skills (OAKS), two high-stakes assessments. In addition, the regression analyses were used to examine the influence of other student-level variables such as talented and gifted status and math courses taken prior to testing on the relation between mathematics GPA and performance on the two high-stakes assessments. In all, 299 high school students from a single grade-level enrolled in one Oregon suburban school district participated in the study. Results indicate that GPA is a significant variable in a high-stakes assessment outcome. Additionally, results of the multiple regression reveal significant student-level effects on assessment outcomes that reduce explained common variance in both the ACT and OAKS models. Implications for practice and suggestions for future research are discussed.

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Bücher zum Thema "High school leaving exam"

Holden, Elizabeth. Making the break: Leaving school early. Parkville, Vic: Youth Research Centre, Institute of Education, University of Melbourne, 1992.

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Romo, Harriett. Latina high school leaving: Some practical solutions. [Charleston, WV: Clearinghouse on Rural Education and Small Schools, Appalachia Educational Laboratory, 1998.

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

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

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Stephen, Hearne, und Research and Education Association, Hrsg. CHSPE: California high school proficiency exam. Piscataway, N.J: Research & Education Association, 2010.

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Rockowitz, Murray. Barron's GED, high school equivalency exam. Hauppauge, N.Y: Barron's, 2010.

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

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Addis Ababa University. ESLCE Office. The Ethiopian School Leaving Certificate Examination handbook. Addis Ababa, Ethiopia: The Office, 2012.

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Jeff, Hruby, Hrsg. CAHSEE-Math: California high school exit exam. 2. Aufl. Hauppauge, N.Y: Barrons Educational Series, 2008.

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

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Buchteile zum Thema "High school leaving exam"

Thiry, Heather. „Issues with High School Preparation and Transition to College“. In Talking about Leaving Revisited, 137–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-25304-2_5.

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Julie, Cyril. „Learners’ Dealing with a Financial Applications-Like Problem in a High-Stakes School-Leaving Mathematics Examination“. In International Perspectives on the Teaching and Learning of Mathematical Modelling, 477–86. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18272-8_40.

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Tante, Achu Charles. „A Critical Analysis of Teacher Involvement in the English Language Paper of the First School Leaving Certificate Examination (FSLC) in Cameroon“. In Teacher Involvement in High-Stakes Language Testing, 31–46. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-77177-9_3.

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Hernández, Ernesto M., Rubén D. Santiago, José A. Otero und Ma de Lourdes Quezada-Batalla. „Advanced Placement Physics Exam Performance of High School Graduates in Mexico with the Aid of Online Assignments Designed in Open-EdX“. In Methodologies and Intelligent Systems for Technology Enhanced Learning, 10th International Conference, 41–49. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52538-5_5.

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Gomendio, Montse. „Spain: The Evidence Provided by International Large-Scale Assessments About the Spanish Education System: Why Nobody Listens Despite All the Noise“. In Improving a Country’s Education, 175–201. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_9.

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AbstractILSAs show that student performance in Spain is lower than the OECD average and has shown no progress from 2000 until 2011/2012. One of the main features is the low proportion of top performers. During this long period of stagnation, the education system was characterized by having no national (or standardized regional) evaluations and no flexibility to adapt to the different needs of the student population. The fact that the system was blind and rigid, plus the lack of common standards at the national level, gave rise to three major deficiencies: a high rate of grade repetition, which led to high rates of early school leaving, and large differences between regions. These features of the Spanish education system represent major inequities. However, PISA findings were used to reinforce the misguided view that the Spanish education system prioritized equity over excellence. After the implementation of an education reform, some improvements in student performance took place in 2015 and 2016. Unfortunately, the results for PISA 2018 in reading were withdrawn for Spain, apparently due to changes in methodology which led to unreliable results. To this date, no explanation has been provided raising concerns about the reliability and accountability of PISA.

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Smyth, Emer, und Selina McCoy. „School Experiences and Postschool Pathways in the Republic of Ireland“. In Young Adult Development at the School-to-Work Transition, 205–21. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190941512.003.0009.

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This chapter draws on a mixed methods longitudinal study of a cohort of young adults in Ireland who were followed from their entry to secondary education to their outcomes three to four years after completing upper secondary education. In keeping with previous international research, the study findings show that the main pathways taken by young people reflect their gender, social class background, and academic performance. However, the analyses go further than previous work by indicating the way in which the nature of postschool transitions are firmly embedded in earlier school experiences. In particular, the chapter contributes to the ongoing debate on the effects of school composition to show that school social mix has a very significant impact on postschool outcomes, with those who attended middle-class schools having particularly high levels of participation in higher education. This is consistent with higher education assuming a ‘taken for granted’ quality in middle-class schools. In contrast, young people who had attended working-class schools are much more likely than those in middle-class or socially mixed schools to enter the labor market directly upon leaving school, even taking account of their exam grades. School climate plays an important role, with negative relations with teachers serving to discourage young people from remaining on in any form of education/training. The chapter concludes by highlighting the implications of the findings for our understanding of youth transitions and for policy designed to improve equity of outcomes.

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Jonsson, Jan O., Elina Kilpi-Jakonen und Frida Rudolphi. „Ethnic Differences in Early School-leaving“. In Unequal Attainments. British Academy, 2014. http://dx.doi.org/10.5871/bacad/9780197265741.003.0004.

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In this chapter we study the differences between ethnic groups in early school-leaving in six of the countries: England and Wales, Finland, France, the Netherlands, Sweden, and the USA. We find sizeable gross differences in early school-leaving between the majority group and some, but far from all, ethnic minority groups, mainly to the disadvantage of minorities. Most differences disappear when we compare those with similar social origins, however, and once we also control for educational performance (grades, or test results) a substantially important disadvantage remains for only one minority group out of the 42 we study. In particular, except for those from the Middle East, Asian minority groups have very high continuation rates into upper secondary education. There is little evidence to suggest that there is any intrinsic or cultural ethnic disadvantage that discourages minority students from staying on in school, or that discrimination or unfair treatment pushes them out.

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Kittaka, Louise. „Leaving the Japanese Education System to Attend High School in New Zealand“. In Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges, 267–90. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12/11.

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As parents, we generally expect that our children will live with us at least until the end of high school. However, for some intercultural families whose children have been hitherto educated in the Japanese system, the parting may come sooner. In this chapter, I discuss factors involved in sending a child abroad for high school while parents remained in Japan, including the reasons families seek alternatives outside of the Japanese system, and some of the practical issues involved. (While there are exceptions, in this context “abroad” is considered the home country of a non-Japanese parent.) This chapter focuses on our family’s experiences with sending our three children to high school in New Zealand. While each family’s journey—indeed, each child’s journey—is unique, it is hoped that this chapter will offer some insights for other families contemplating a similar path.

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Kamibeppu, Marybeth. „Leaving Room for Minority Culture“. In Intercultural Families and Schooling in Japan: Experiences, Issues, and Challenges, 46–68. Candlin & Mynard ePublishing Limited, 2020. http://dx.doi.org/10.47908/12/3.

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This chapter is targeted at families raising bilingual and bicultural children in the Japanese school system. In it, I will discuss how one bicultural family approached fitting into Japanese school and society while still developing the minority-language mother’s culture and language. Since one family’s experience could be attributed to unique circumstances, to provide additional insights and perspectives eight other expatriate parents were interviewed either face-to-face (four parents) or via an online survey (four parents) to highlight some of the common strategies and experiences they used over time. For this study, the minority language is English as the international families all have an English first-language (L1) speaker or a bilingual (Japanese/English) parent. Each child in this paper has been educated primarily in Japanese public elementary, and public and private junior high and high schools. However, depending on the circumstance, some families have also chosen to embrace education outside the Japanese system. For some, this was a few weeks or months during elementary school, and for others it was for university or study abroad. For all the families who participated in my research for this chapter, education included an organized social and educational support group for raising bilingual children outside of school. Specifically, this chapter will explore the following: (1) how expatriate parents supported their own culture; (2) the importance of support from other families raising bilingual English/Japanese children while living in Japan; (3) what parts of these families’ experiences can enrich the lives of other bicultural families; and (4) how families can balance Japanese school clubs (bukatsu), supplementary education, school, and finances to support a family while still maintaining a minority language and culture.

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Hudson, Richard. „Grammar in English schools: a century of decline and rebirth“. In The History of Grammar in Foreign Language Teaching. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463724616_ch11.

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The survey of grammar teaching in foreign language (FL) teaching starts in 1920 with some important government reports on the teaching of language, and ends in 2016 with another report on pedagogy in FL teaching. In between these points, we find two significant dates: 1951, when O-level and A-level were introduced as the official school-leaving qualification for 16-year olds; and 1988, when O-level and CSE were merged into the present GCSE exam. Grammar instruction was important in the 1920s, contested in the 1950s, almost dead in the 1980s, and reviving in the 2010s. These changes are linked to English teaching, undergraduate FL syllabuses, and the target population for FL teaching.

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Konferenzberichte zum Thema "High school leaving exam"

Sládková, Věra. „Modal verbs in English essays written by Czech secondary-school students“. In Eighth Brno Conference on Linguistics Studies in English. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9767-2020-10.

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This paper presents the findings of a frequency analysis of modal verbs and their complementation in 390 English school-leaving essays written by Czech secondary-school students in a high-stakes B1 level exam. These constitute a learner corpus, CZEMATELC 2017. The study reveals a very high proportion of correct complementation patterns, but predominantly with lexical verbs at A1 and A2 CEFR levels. The most frequent errors are the complementation of modal verbs by past-tense forms of lexical verbs and the absence of complementation.

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Clark, Andrea Yoder, Feng Yu, Shaoqing Yi und Jia Shi. „Using Data Mining to Analyze High School AP Exam Pass Fail Rates“. In ICBDE '18: 2018 International Conference on Big Data and Education. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3206157.3206179.

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Dagiene, Valentina, und Bronius Skupas. „Semi-automatic testing of program codes in the high school student maturity exam“. In the 12th International Conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2023607.2023701.

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Ferreira, Leonardo, Felipe Schiavon de Oliveira, Ovidio Pires da Rocha, Maristela Holanda, Marcio de Carvalho Victorino und Edward Ribeiro. „MongoDB: Analysis of Performance with Data from the National High School Exam (Enem)“. In 2021 16th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2021. http://dx.doi.org/10.23919/cisti52073.2021.9476248.

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Poon, Anthony, Sarah Giroux, Parfait Eloundou-Enyegue, François Guimbretiere und Nicola Dell. „Engaging High School Students in Cameroon with Exam Practice Quizzes via SMS and WhatsApp“. In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290605.3300712.

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Skupas, Bronius, und Valentina Dagiene. „Observations from semi-automatic testing of program codes in the high school student maturity exam“. In the 10th Koli Calling International Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1930464.1930468.

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Abadi, M. K., M. Yanuar und Firdaus. „The Development of Daily Exam Question with Local Content for Mathematics Lesson Junior High School“. In 1st International Multidisciplinary Conference on Education, Technology, and Engineering (IMCETE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200303.054.

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Yuliyani, Leny, Anang Kurnia und Indahwati. „Winsorization on linear mixed model (Case study: National exam of senior high school in West Java)“. In STATISTICS AND ITS APPLICATIONS: Proceedings of the 2nd International Conference on Applied Statistics (ICAS II), 2016. Author(s), 2017. http://dx.doi.org/10.1063/1.4979436.

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Pujianto, Utomo, Mei Candra Kartikasari und Harits Ar Rosyid. „Prediction of Junior High School National Exam Results Based on Academic Report Using K-Nearest Neighbor“. In 2020 6th International Conference on Science in Information Technology (ICSITech). IEEE, 2020. http://dx.doi.org/10.1109/icsitech49800.2020.9392052.

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Morfin Otero, Maria, Claudia Adriana González Quintanilla und Héctor Manuel Rodríguez Gómez. „ONLINE STUDENTS, CHARACTERISTICS OF THOSE PREPARING TO OBTAIN THEIR HIGH SCHOOL DIPLOMA BY ONE NATIONAL EXAM“. In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0156.

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Berichte der Organisationen zum Thema "High school leaving exam"

McGee, Steven, Everett Smith, Andrew Rasmussen und Jeremy Gubman. Using Rasch analysis for determining the cut score of a computer science placement exam. The Learning Partnership, April 2021. http://dx.doi.org/10.51420/conf.2021.4.

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A key strategy for broadening computer science participation in the Chicago Public Schools has been the enactment of a yearlong computer science course as a high school graduation requirement. The Exploring Computer Science (ECS) curriculum and professional development program serves as a core foundation for supporting policy enactment. However, students with prior background in computer science might find the course repetitive. This paper reports on district efforts to develop a placement exam for students to take an advanced computer science course in lieu of the introductory computer science course. The placement exam tasks were modeled after the ECS exam tasks but with higher difficulty. We used Rasch modeling to equate the placement exam tasks to the ECS exams and to establish a cut score for passing the placement exam.

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Atuhurra, Julius, und Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), Dezember 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uganda, for example, only four of the fourteen topics in the English curriculum standards appear on the primary leaving exam, and two of the highest-priority topics in the standards are completely omitted from the exams. In Tanzania, only three of fourteen English topics are covered on the exam, and all are assessed at the “memorization” level. Rather than aligning with either the curriculum standards or exams, teachers’ classroom instruction is poorly aligned with both. Teachers tend to cover broad swathes of content and levels of cognitive demand, unrelated to the structure of either the curriculum standards or exams. An exception is Uganda mathematics, for which standards, exams, and teacher instruction are all well aligned. By shedding light on alignment deficits in the two countries, these results draw attention to a policy area that has previously attracted little (if any) attention in many developing countries’ education policy reform efforts. In addition to providing empirical results for Uganda and Tanzania, this study provides a proof-of-concept for the use of the SEC methodology as a diagnostic tool in developing countries, helping education systems identify areas of instructional (in)coherence and informing efforts to improve coherence for learning.

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Busso, Matías, und Verónica Frisancho. Research Insights: Can Good Peers Hurt?: The Effect of Top Students on Girls' Educational Outcomes. Inter-American Development Bank, Juli 2021. http://dx.doi.org/10.18235/0003565.

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Exposure to good peers of either sex during middle school reduces the probability that top-performing girls are placed in one of their preferred high schools. High-achieving boys have a detrimental effect on the selectiveness of the schools in which top female students are placed. These placement effects are driven by both lower admission scores and weakened preferences for selective and academic schools. Exposure to high-achieving girls improves the admission exam scores of poor-performing girls. This protective effect on scores translates into an average increase in the selectivity of the high schools in which low-performing girls are placed.

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Busso, Matías, und Verónica Frisancho. Good Peers Have Asymmetric Gendered Effects on Female Educational Outcomes: Experimental Evidence from Mexico. Inter-American Development Bank, Mai 2021. http://dx.doi.org/10.18235/0003247.

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This study examines the gendered effects of early and sustained exposure to high-performing peers on female educational trajectories. Exploiting random allocation to classrooms within middle schools, we measure the effect of male and female high performers on girls' high school placement outcomes. We disentangle two channels through which peers of either sex can play a role: academic performance and school preferences. We also focus on the effects of peers along the distribution of baseline academic performance. Exposure to good peers of either sex reduces the degree to which high-achieving girls seek placement in more-selective schools. High-achieving boys have particularly strong, negative effects on high-performing girls' admission scores and preferences for more-selective schools. By contrast, high-achieving girls improve low-performing girls' placement outcomes, but exclusively through a positive effect on exam scores.

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Teacher assessments could replace high-stake testing to improve student well-being. ACAMH, November 2019. http://dx.doi.org/10.13056/acamh.10674.

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Many students experience anxiety and distress during exams, and these emotions can have a negative effect on achievement. Notably, one of the top-reported concerns voiced by children in the UK is the stress and anxiety associated with school work and exam performance.

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