1 / 8

Models of admission: standardized vs. university-specific exams

Models of admission: standardized vs. university-specific exams. Seminar 4 Ilya Prakhov Research fellow, Centre for Institutional Studies. Higher School of Economics , Moscow , 201 2 www.hse.ru. Entry examinations in Russia. Two types of entry examination procedures. photo.

odette
Download Presentation

Models of admission: standardized vs. university-specific exams

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Models of admission: standardized vs. university-specific exams Seminar 4 IlyaPrakhov Research fellow, Centre for Institutional Studies Higher School of Economics , Moscow, 2012 www.hse.ru

  2. Entry examinations in Russia Two types of entry examination procedures photo • ‘Dual examinations’ • high school + university • each university has unique admission procedures • The Unified State Examination • external exam • standardized, uniform Institutional change photo photo Higher School of Economics , Moscow, 2012

  3. Standardized exams: pros and contras • Pro: • Contra: photo photo photo provide a set of incentives both for teachers and students lower the costs of monitoring associated with school performance allow making comparisons across schools and students test scores as a signal of student ability test results as determinants of student’s eligibility for financial support the relationship between school resources and student achievement is controversial student achievement can be related to the family inputs, i.e. social background, income and level of parental education Higher School of Economics , Moscow, 2012

  4. Requirements for standardized exams • The exam should lead to a number of consequences for students • Examination work must be evaluated externally • Exams must be built around a set of specified subjects • Grading scale should be broad • Examination questions should reflect the actual program of courses • The examination system should be fair and reliable • Evaluation system should be fair • The examination system should be designed for the absolute majority of graduates photo photo photo Higher School of Economics , Moscow, 2012

  5. Presentations • Juerges H., Buechel F., Schneider K. The Effect of Central Exit Examinations on Student Achievement: Quasi-Experimental Evidence from TIMSS Germany • Why students from CEE states should outperform those from non-CEE states? photo photo photo Higher School of Economics , Moscow, 2012

  6. Presentations • Warren J.R., Grodsky E. State High School Exit Examinations and Postsecondary Labor Market Outcomes • Why higher education policy concerning exit exams should affect the wages gap? photo photo photo Higher School of Economics , Moscow, 2012

  7. For the next seminar… • Stinebrikner R., Stinebrickner T. What Can Be Learned about Peer Effects Using College Roommates? Evidence from New Survey Data and Students from Disadvantaged Backgrounds // Journal of Public Economics, Vol. 90, 2006, pp. 1435-1454. • Oosterbeek H., van Ewijk R. Gender Peer Effects in University: Evidence from a Randomized Experiment. Tinbergen Institute Discussion Paper TI 2010-113/3. 2010. photo photo photo Higher School of Economics , Moscow, 2012

  8. 20, Myasnitskaya str., Moscow, Russia, 101000 Tel.: +7 (495) 628-8829, Fax: +7 (495) 628-7931 www.hse.ru

More Related