Statewide Exit Exams:
Wor thwhile, Or Just A
Pain In The Neck?
Source: B i s h o p , J . H . ( 2 0 0 0 ) . C u r r i c u l u m - b a s e d e x t e r n a l e x i t e x a m s y s t e m s :
C I
RC
D o s t u d e n t s l e a r n m o r e ? H o w ? P s y c h o l o g y, P u b l i c P o l i c y, a n d L a w , 6 , 1 9 9 - 2 1 5 .
Goals:
Te a c h t h e i m p o r t a n c e
of using evidence to
m a k e d e c i s i o n s.
Te a c h t h e i m p o r t a n c e
of understanding
equivalent
comparisons.
Show that people in
numerous careers use
science to help make
d e c i s i o n s.
Basic Idea:
Do state or national
exams taken at the end
of the year cause
students to learn
more? This lesson
explores the scientific
study of exit exams
a n d t h e i r e f f e c t s.
Gain Attention/Interest:
Yo u t a k e a l o t o f t e s t s i n s c h o o l . U s u a l l y, t h e y a r e i n
y o u r r e g u l a r c l a s s e s, b u t s o m e t i m e s a l l t h e s t u d e n t s
i n o n e g r a d e , o r s t u d e n t s f r o m s e v e r a l c l a s s e s, t a k e a
t e s t . I k n o w t e s t s a r e n’t f u n . B u t a s I ’ m s u r e y o u ’ v e
b e e n t o l d m o s t o f y o u r l i f e , t h e y a r e n’t m e a n t t o b e
f u n , t h e y a r e m e a n t t o m a k e s u r e y o u a r e l e a r n i n g. I n
s o m e p l a c e s ( s u c h a s t h e s t a t e o f N e w Yo r k ) , t o
graduate from high school with a special kind of
d i p l o m a , s t u d e n t s t a k e t e s t s c a l l e d e x i t e x a m s. I n
t h e s t a t e o f N e w Yo r k t h e s e t e s t s a r e c a l l e d Re g e n t s
Exams; high school students take tests at the end of
the year based on the infor mation they have lear ned
( o r w e r e s u p p o s e d t o h a v e l e a r n e d ! ) . N e w Yo r k h a s
h a d i t s R e g e n t s E x a m s s i n c e 1 8 7 8 . M a n y N e w Yo r k
high school students take these exams in several
d i f f e r e n t a r e a s ( e . g. , M a t h , B i o l o g y, E n g l i s h , Fo r e i g n
L a n g u a g e ) t h r o u g h o u t t h e i r h i g h s c h o o l c a r e e r.
This sounds like a lot of tests and a lot of time both
for the students and the school. What exactly is the
point? Do these tests make students work harder?
Learn more? Do these tests make them smarter? Or
are they a waste of time and just a big hassle?
Obviously you would get different answers to these
questions depending on the person you asked. But
how can we find out the tr uth? These questions
(working harder, learning more, etc.) can be
answered through science.
www.circ.cornell.edu
C o p y r i g h t © 2 0 0 5 M a t t h e w C . M a k e l & We n d y M . W i l l i a m s. P r i n c i p a l I n v e s t i g a t o r : We n d y M . W i l l i a m s .
C o n t e n t : M a t t h e w C . M a k e l & We n d y M . W i l l i a m s . L a y o u t & D e s i g n : P a u l B. P a p i e r n o.
T h i n k & Wr i t e # 1
Have students write their thoughts about exit
e x a m s. A r e t h e y wo r t h w h i l e ? W h a t a r e t h e p r o s
and cons of having exit exams?
Ask: What is Science?
O n a b a s i c l e v e l , s c i e n c e a n s w e r s q u e s t i o n s. M o s t
s c i e n t i s t s a r e t r y i n g t o a n s w e r q u e s t i o n s t h a t h a ve n e ve r
b e e n a n s w e r e d b e f o r e . S c i e n t i s t s d o n’t j u s t a n s w e r
q u e s t i o n s a b o u t D N A , d i s e a s e s, a n d d i n o s a u r s. S c i e n t i s t s
a l s o a n s w e r q u e s t i o n s t h a t r e l a t e t o o u r e ve r y d a y l i v e s,
such as “do exit exams make students learn more?”
Scientists g o about answering these ever yday questions
in a way that is not typical: They use the method of
proof by disproof.
1
Ask:
What
is
Science?
If you had a question and thought you knew the answer,
but wanted to check, what would you do? Most people
wo u l d r e s p o n d t h a t t h e y t r y t o f i n d s u p p o r t f o r t h e i r a n s w e r. I f y o u
t h o u g h t i t w a s w a r m o u t s i d e , l o o k e d o u t t h e w i n d o w, a n d s a w a p e r s o n
wearing shorts and a t-shirt, this could be support to help convince you that
it is war m outside. Seem fair enough to you?
S c i e n t i s t s, h o w e ve r , g o a b o u t t h i n g s i n a s l i g h t l y d i f f e r e n t w a y. R a t h e r t h a n
l o o k i n g f o r s u p p o r t f o r t h e i r a n s w e r s, t h e y t r y a s h a r d a s p o s s i b l e t o f i n d
w a y s t o d i s p r o ve t h e i r a n s w e r s. W h y wo u l d t h e y d o t h i s, y o u a s k ? T h e y d o
this to help show that their answers are, in fact, correct.
PROOF BY DISPROOF
H o w c a n t h i s b e ? T h i n k o f i t t h i s w a y : I f y o u t h i n k i t ’s
Using the method of
proof by disproof
war m outside and look out the window and see someone
may take more effort,
wearing shorts and a t-shirt, that person could be freezing
t i m e , a n d e n e r g y, b u t i t
b e c a u s e i t i s i n f a c t c o l d o u t s i d e ! B u t y o u d o n’t k n o w f o r
yields answers of
which scientists can be sure whether it is really war m or cold. In order to avoid
more confident.
making this mistake, scientists look to disprove their
hy p o t h e s e s ( o r e x p e c t e d a n s w e r s ) . I f t h e y c a n f i n d p e o p l e w e a r i n g w a r m
c o a t s, p e o p l e w h o a r e s h i v e r i n g , o r i f t h e y c a n l o o k a t a t h e r m o m e t e r t o s e e
t h a t i t ’s 3 0 d e g r e e s, t h e n s c i e n t i s t s k n o w i t i s N O T w a r m o u t s i d e.
O n l y a f t e r t r y i n g e ve r y p o s s i b l e w a y t o d i s p r o v e t h e i r h y p o t h e s i s, d o
s c i e n t i s t s b e g i n t o c o n s i d e r t h a t t h e i r a n s w e r m i g h t b e r i g h t . I t ’s i m p o r t a n t
to know that just because they fail to disprove it, does not mean they have
p r o v e d t h e i r a n s w e r. I f t h e y c a n e l i m i n a t e o t h e r p o t e n t i a l r i g h t a n s w e r s,
t h e n t h e y c o n c l u d e i t m i g h t b e t r u e , b u t t h e y h a v e n’t p r ov e n i t t r u e.
Define the Problem: See Many Sides
Although it may seem strange, some of the most important steps in science
need to happen before any experiment is conducted or infor mation is
collected. These steps may seem simple to some people, but they are quite
important and can influence the answer found. These steps are defining
t h e p r o b l e m a n d t h e t e r m s i n v o l ve d i n e x p r e s s i n g t h e p r o b l e m . L e t ’s t a k e
these one at a time.
F i r s t , w h a t i s t h e q u e s t i o n w e w a n t t o a s k ? Fo r e x a m p l e ,
are we asking if exit exams take away time that could be
devoted to learning new material? Are we asking if they
cost too much money? Are we asking if they motivate
students to study and learn? It is important to clearly
s t a t e t h e p u r p o s e a n d g o a l w e a r e t r y i n g t o a c h i e v e. I f
w e a r e n’t c l e a r, t h e n p e o p l e ( i n c l u d i n g o u r s e l v e s ! ) m a y
n o t u n d e r s t a n d w h a t w e a r e t r y i n g d o, a n d t h e y m i g h t
n o t u n d e r s t a n d t h e a n s w e r w e e n d u p f i n d i n g. T h e r e a r e
many ways to study exit exams and see whether or not
t h e y a r e u s e f u l . To d a y w e w i l l f o c u s o n t h e f o l l o w i n g
question:
Do exit exams help students learn more?
2
Define
the
Problem:
See
Many
Sides.
Second, we also need to define the ter ms we are g oing to use. W hat do we
mean by the ter m “exit exam”? An example of a working definition for our
terms could be:
Exit exam: A test taken at the end of the year that is based on an external
s t a n d a r d ( e. g. , s t a t e / n a t i o n a l c u r r i c u l u m ; s p e c i f i c p e r c e n t a g e o f c o r r e c t
a n s w e r s t o p a s s ) a n d t h a t h a s r e a l s i g n i f i c a n c e t o s t u d e n t s ’ o u t c o m e s.
E v e n a f t e r a l l t h i s, s e v e r a l q u e s t i o n s r e m a i n . I s a n e x i t e x a m t h e s a m e
thing as a final exam? How are we going to measure whether or not
students learn more? What one person considers an “exit exam” might be
q u i t e d i f f e r e n t f r o m w h a t s o m e o n e e l s e t h i n k s. B e c a u s e o f t h i s, w e n e e d t o
be clear from the ver y beginning about the definitions we are choosing to
use. The definitions we choose to work with have a specific name. They
a r e c a l l e d wo r k i n g d e f i n i t i o n s . O u r wo r k i n g d e f i n i t i o n m a y d i f f e r f r o m
w h a t a n o t h e r g r o u p u s e s, b u t a s l o n g a s w e a r e c l e a r a b o u t w h i c h o n e w e
h a v e c h o s e n , i t ’s O K .
When scientists approach a question, they want to know what groups are
interested in the topic. If no one cares about a question, is it worth
s c i e n t i s t s ’ t i m e a n d e f f o r t ( a n d m o n e y ! ) ? O r, p u t a n o t h e r w a y, i f a l o t o f
people care about it, should we put a lot of time
into answering it? What groups of people might
testing, and how do you think they feel about it?
To f o s t e r p o t e n t i a l i n t e r e s t , a d e s c r i p t i o n o f j o b
requirements is also included here.
and effort (and money!)
be interested in school
What are their beliefs?
duties and education
S t u d e n t s . S t u d e n t s a r e t h e p e o p l e w h o a r e t a k i n g t h e t e s t s. A l o t o f t h e t i m e t h e y d o n’t
wa n t t o b e t a k i n g t e s t s, e ve n i f t e s t s a r e i m p o r t a n t .
Pa r ents . Pa r e n t s wa n t t h e i r k i d s t o l e a r n a s muc h a s p o s s i b l e. I f t a k i n g t e s t s c a n h e l p,
then parents want to know this and they want their kids to have access to the best
education possible.
Te a c h e r s . I t ’s t h e j o b o f t e a ch e r s t o e d u c a t e s t u d e n t s a s e f f e c t ive l y a n d e f f i c i e n t l y a s
p o s s i b l e a n d t o m a k e s u r e t h e i r s t u d e n t s a r e l e a r n i n g. Te a ch e r s a r e r e s p o n s i b l e b o t h f or
s h a r i n g i n f o r m a t i o n a n d f o r m e a s u r i n g h ow much o f t h a t i n f o r m a t i o n s t u d e n t s h ave
l e a r n e d . Te a ch e r s a t t e n d f o u r- y e a r c o l l e g e s a n d o f t e n o b t a i n a m a s t e r ’s d e g r e e a s we l l .
S c h o o l A d m i n i s t r a t o r s . S ch o o l a d m i n i s t r a t o r s d e c i d e h ow t o s p e n d t h e s c h o o l ’s
budget. If extra tests help students learn, then they want to consider giving them. If
e x t r a t e s t s d o n’t h e l p s t u d e n t s l e a r n , t h e n a d m i n i s t r a t o r s p r o b a b l y d o n’t wa n t t o wa s t e
t h e m o n e y.
D e m og r ap h e r. D e m o g r a p h e r s s t u d y p o p u l a t i o n t r e n d s s o m e t i m e s f o c u s i n g o n t e s t
s c o r es. T he y f r e q u e n t l y wor k f o r t h e g over n m e n t o r fo r u n iver s i t i e s. D e m o g r a p h e r s
a t t e n d f o u r- y e a r c o l l e g e s a n d e a r n g r a d u a t e d e g r e e s.
L o bb y i s t . L o b by i s t s a d vo c a t e s p e c i f i c p o s i t i o n s t o g over n m e n t o f f i c i a l s. L o b by i s t s
t y p i c a l l y a t t e n d f o u r- y e a r c o l l e g e s.
Policy Anal yst. Policy analysts are concer ned with things that inf luence the law,
g over n m e n t , a n d l i f e i n o u r s o c i e t y. Po l i c y a n a l y s t s a t t e n d f o u r- y e a r c o l l e g e s a n d
t y p i c a l l y s t u d y p o l i t i c a l s c i e n c e o r l aw.
P s ychol ogist. P s y ch o l o g i s t s s t u d y a n d c o n d u c t r e s e a r ch o n h u m a n b e h av i o r. T he y
attend four-year colleges and graduate school.
Sociologist. Sociologists study society or large groups of people such as cultural
g r o u p s. S o c i o l o g i s t s a t t e n d f o u r- y e a r c o l l e g e s a n d g r a d u a t e s ch o o l .
Statistician. Statisticians use numbers to calculate the likelihood that specific events
w i l l o c c u r. T he y c a n h e l p d e t e r m i n e h o w we l l s t u d e n t s a r e l e a r n i n g m a t e r i a l . T he y
attend four-year colleges and graduate school.
Te s t D e ve l o p e r. M a j o r c o r p o r a t i o n s i n t h e U. S. c r e a t e a n d m a r ke t n a t i o n a l t e s t s.
Pe o p l e i n t h e s e c o m p a n i e s w r i t e a n d e va l u a t e t e s t q u e s t i o n s. O t h e r p e o p l e wor k t o
pr o m o t e t h e i r c o m p a n y ’s p r o d u c t s. A l l t h e s e i n d i v i d u a l s e a r n c o l l e g e d e g r e e s a n d
attend graduate school as well.
3
Distinguish Fact From Opinion:
Learn What Constitutes
Scientific Evidence
Now that we have our question, the next step is
t o f i g u r e o u t h o w t o a n s w e r i t . S c i e n t i s t s d o n’t
want just any answer, they want the correct
a n s w e r. To a r r i ve a t t h i s a n s w e r , s c i e n t i s t s
g a t h e r f a c t s. I n m a n y o t h e r p r o f e s s i o n s, p e o p l e
can gather opinions while seeking the answer to
t h e i r q u e s t i o n . S c i e n t i s t s d o n’t w a n t o p i n i o n s,
t h e y w a n t f a c t s.
Fact Versus
Opinion:
What
Constitutes
I t ’s l i k e a s k i n g s o m e o n e , “ H o w l o n g i s t h a t p i e c e
Evidence? o f wo o d ? ” Fo r s o m e , a n e s t i m a t e m i g h t b e
s a t i s f a c t o r y. H o w e v e r, s c i e n t i s t s w a n t a n e x a c t
m e a s u r e m e n t w i t h a p r e c i s e r u l e r. B u t w h a t i s a n “ e x a c t m e a s u r e m e n t ” o f
student learning that we can compare for students across the entire
c o u n t r y ? I n r e t u r n i n g t o o u r q u e s t i o n , w e d i s c o ve r t h a t w h a t w e r e a l l y
need to know is whether or not students are learning more.
T h i n k & Wr i t e # 2
Hypothesis for mation
How could we measure student learning? Have students create a hypothesis
tha t s c i e n t i s t s c o u l d u s e a s a b a s i s f o r m e a s u r i n g s t u d e n t l e a r n i n g. B e l ow a re
s o m e s c e n a r i o s t h a t c a n b e u s e d a s e x a m p l e s. Yo u m ay a l s o wa n t t o c o n s i d e r
using some of the hypotheses your students write.
S c e n a r i o 1 : Wo u l d c o m p a r i n g s c o r e s o n e x i t e x a m s h e l p ?
S c e n a r i o 2 : Wo u l d l o o k i n g a t t h e n u m b e r o f s t u d e n t s w h o
graduate from high school with a Regents diploma help?
Scenario 3: What about comparing grade point averages?
S h o u l d N e w Yo r k s t u d e n t s h a v e h i g h e r G PA’s t h a n s t u d e n t s
who are not required to take these exit exams?
Scenario 4: How about comparing Advanced Placement
( A P ) a n d S AT s c o r e s b e t w e e n N e w Yo r k s t u d e n t s a n d o t h e r
states in which there are no exit exams?
Potential faults:
Scenario 1: This would not work since our goal is to see whether
o r n o t e x i t e x a m s i m p r o v e s t u d e n t l e a r n i n g. We w o u l d h a ve t o
compare the scores of students who take the exam to those who
d o n’t , a n d w e o b v i o u s l y c a n’t d o t h a t .
S c e n a r i o 2 : D i f f e r e n t c o m m u n i t i e s h a ve v a r y i n g r e q u i r e m e n t s t o
g r a d u a t e . A p e r s o n g r a d u a t i n g f r o m h i g h s c h o o l i n Wa s h i n g t o n
D. C . m a y h a v e d i f f e r e n t r e q u i r e m e n t s t o f u l f i l l t h a n s o m e o n e
graduating in Hawaii.
S c e n a r i o 3 : We c o u l d c o m p a r e t h e g r a d e p o i n t a v e r a g e s o f
students who attend schools that give exit exams with those of
s t u d e n t s w h o d o n o t a t t e n d s u c h s c h o o l s.
UNDERSTANDING
C O M PA R I S O N S
However, as I’m sure you know from the
Not all comparisons are the
experience of taking classes with different
same. On the surface,
t e a c h e r s, a B i n o n e c l a s s / s u b j e c t c a n
comparing different people,
sometimes be easier to get than a B in another
groups, or sets of data may
class/subject. If things are this way in your
appear to be appropriate.
But appearances can be
school, imagine what it would be like
d e c e i v i n g. S c i e n t i s t s s t r i v e t o
comparing different schools! It would be
make clear, accurate
awfully hard to find a good way to compare
comparisons.
g r a d e s a c r o s s d i f f e r e n t s c h o o l s.
Scenario 4: Each year thousands and thousands of high school
students from across the countr y all take the same (or similar)
A P a n d S AT t e s t s. Pa s s i n g A P t e s t s c a n h e l p s t u d e n t s e a r n
c o l l e g e c r e d i t w h i l e i n h i g h s c h o o l , a n d d o i n g w e l l o n t h e S AT c a n
help them get into college. No matter what school they attend,
or what their grades are, students take the same test. A possible
way to compare whether or not students who take exit exams are
l e a r n i n g m o r e w o u l d b e t o c o m p a r e t h e i r A P a n d S AT s c o r e s w i t h
t h e A P a n d S AT s c o r e s o f s t u d e n t s w h o d o n o t t a k e e x i t e x a m s.
Weigh Evidence and Make Decisions
A s c i e n t i s t c o m p a r e d t h e s t a t e o f N e w Yo r k w i t h o t h e r s t a t e s a c r o s s t h e
U. S. i n a v a r i e t y o f a r e a s i n c l u d i n g A P a n d S AT s c o r e s. L e t ’s l o o k a t w h a t
h e f o u n d . F i r s t , h e w a r n e d t h a t t h e s t a t e o f N e w Yo r k h a s m o r e m i n o r i t y,
f o r e i g n - b o r n , a n d p o o r s t u d e n t s t h a n m o s t o t h e r s t a t e s.
W h y d o e s t h i s m a t t e r ? I t i s n o t e w o r t h y b e c a u s e , f o r v a r i o u s r e a s o n s, t h e s e
t h r e e g r o u p s o f s t u d e n t s h i s t o r i c a l l y h a ve n o t p e r f o r m e d w e l l i n s c h o o l .
T h i s d o e s N O T m e a n t h a t t h e s e g r o u p s c a n’t d o a s w e l l a s o t h e r s. I t m e a n s
t h a t , i n t h e p a s t , t h e y h a v e n o t . I f N e w Yo r k h a s m o r e s t u d e n t s f r o m
g r o u p s t h a t t y p i c a l l y d o n’t d o a s w e l l i n s c h o o l , i t wo u l d b e e x p e c t e d t h a t ,
i n g e n e r a l , N e w Yo r k s t u d e n t s w o u l d n’t p e r f o r m a s w e l l a s s t u d e n t s f r o m
o t h e r s t a t e s.
Fo r e x a m p l e , l i t e r a c y l e v e l s a m o n g a d u l t s i n N e w Yo r k
are below the national average. If, on average, adults in
N e w Yo r k d o n o t r e a d a s w e l l a s a d u l t s i n o t h e r s t a t e s,
what does this mean for student perfor mance? Does it
have no bearing whatsoever, or would you expect that
adults who cannot read as well would have kids who
also cannot read as well? What about the fact that New
Yo r k h a s a l o t o f f o r e i g n - b o r n s t u d e n t s ? C o u l d t h i s
play a role in adult literacy? In order to balance these
things out, scientists frequently hold equal other
factors that might influence the outcome, in order to
focus on the effect of the specific factor in which they
are interested. Scientists do this so they know whether
d i f f e r e n c e s i n o u t c o m e s ( e . g. , S AT s c o r e s ) a r e e x p l a i n e d
by the specific factor that they are measuring or by
s o m e t h i n g e l s e . Fo r e x a m p l e , s c i e n t i s t s wo u l d c o m p a r e
t h e S AT s c o r e s o f g r o u p s w i t h t h e f o l l o w i n g
characteristics:
4
Weigh
Evidence
and
Make
Decisions.
Fo r e x a m p l e , s c i e n t i s t s wo u l d c o m p a r e t h e S AT s c o r e s o f :
H i s p a n i c s t u d e n t s f r o m N e w Yor k
Pa r e n t s g r a d u a t e d h i g h s ch o o l
To o k Re g e n t s E x a m s
B l a ck s t u d e n t s f r o m N e w Yor k
Pa r e n t s g r a d u a t e d h i g h s ch o o l
To o k Re g e n t s E x a m s
TO
Hispanic students from outside
N e w Yor k
Pa r e n t s g r a d u a t e d h i g h s ch o o l
Did not take Regents Exams
TO
Black students from outside
N e w Yor k
Pa r e n t s g r a d u a t e h i g h s ch o o l
Did not take Regents Exams
By holding other factors equal, scientists are able to measure the difference
they are interested in –whether or not taking an exit exam makes students
learn more. Holding other factors equal is called control. By controlling
f o r o t h e r f a c t o r s, s c i e n t i s t s a r e a b l e t o m e a sHu ri sep tahnei ci ms tpuadcet not sf fi nr odm
ividual
o
u
t
s
i
d
e
N
e
w
Yo
r
k
f a c t o r s, i n t h i s c a s e , e x i t e x a m s.
CONTROL
Here is what scientists found:
Pa r e n t s g r a d u a t e dB yhci ognht r so cl l hi nog of lo r
A l a r g e r p r o p o r t i o n o f N e w Yo r k 1 1 t h a n d 1To
2 tohk gRr aedg ee n t s
students take and pass AP exams than students in any
other state except Utah.
other variables,
cientists are better
E x asam
s
ble to deter mine the
influence of a single
variable.
Comparing students of the same ethnic group/race and social background,
s t u d e n t s f r o m N e w Yo r k s c o r e 4 6 p o i n t s h i g h e r o n t h e S AT t h a n s t u d e n t s
l a cokt hset ur dset na tt es s f r( tohme m a x i m u m s c o r e i s 1 6 0 0 ) .
f r oBm
N e w Yo r k
Pa r e n t s g r a d u a t e d h i g h sT
c hhoionl k
& Wr i t e # 3
How about now?
To o k R e g e n t s E x a m s
N o w t h a t w e k n o w t h a t N e w Yo r k s t u d e n t s d o w e l l c o m p a r e d t o
o t h e r s, h a s i t c h a n g e d y o u r o p i n i o n a b o u t e x i t e x a m s ? A r e t h e r e
new pros and cons? What about the pros and cons from Think &
Wr i t e 1 ?
Move From Science to Society
5
Move
From
Science
To
Society.
When scientists arrive at an answer to their question,
t h e y a r e n o t d o n e . I f t h e y h a v e a n a n s w e r, b u t d o n’t d o
anything about it, what good is having the answer? The
n e x t s t e p, a f t e r g e t t i n g a n a n s w e r , i s t o d e c i d e w h a t t o
do about it. This is why we move from science to
s o c i e t y. W h a t s h o u l d w e d o ? S h o u l d a l l s t a t e s b e
required to change their education systems to be more
l i k e N e w Yo r k ?
Should all states have exit exams? If exit exams are
g o o d , s h o u l d N e w Yo r k r e q u i r e m o r e o f t h e m ? S h o u l d
the use of exit exams begin in school? Should all
students be required to take exit exams?
These are all potential questions that are relevant to
g ov e r n m e n t a l p o l i c y a n d o u r l i v e s. T h e s e q u e s t i o n s
c o u l d n’t b e a n s w e r e d w i t h c o n f i d e n c e i f s c i e n c e h a d n o t
first told us that the exit exams increase student
achievement.
Revisit, Review, Reflect, and Re-evaluate
S c i e n t i s t s a s k a n d a n s w e r q u e s t i o n s. T h e y s e e k p r e c i s e
a n s w e r s, a n d t h e i r a n s w e r s c a n h a v e i m p l i c a t i o n s t h a t
reach far beyond the original question. But even after
she has answered a question, the job of a scientist is far
f r o m o ve r. I t i s a l s o t h e j o b o f a s c i e n t i s t t o r e v i s i t
q u e s t i o n s, r e v i e w p a s t a n s w e r s, a n d r e f l e c t o n h o w t h e
ever-changing world might influence how specific
questions can be answered. A new government policy on
education can drastically change how students are
taught, which could then impact how students perfor m
o n e x i t e x a m s. O n l y b y r e - e v a l u a t i n g t h e f o u n d a t i o n
p r ov i d e d b y p r e v i o u s r e s e a r c h c a n s c i e n t i s t s f o r m n e w
questions that will help us build the future.
6
Revisit,
Review,
Reflect,
and
Re-evaluate.
T h i n k & Wr i t e # 4
What's next?
Have students write their thoughts about the directions they think
s c i e n t i s t s, p o l i c y m a k e r s, a n d e d u c a t o r s s h o u l d t a k e i n t h e f u t u r e .
Should exit exams be the wave of the future? What would be the
costs and benefits of making ever yone take them?
Discussion Questions
1. Should all states be required to change their education system to be
m o r e l i k e N e w Yo r k ?
2 . I f e x i t e x a m s a r e g o o d , s h o u l d N e w Yo r k r e q u i r e m o r e o f t h e m ?
Should they start earlier in students’ lives?
3. Should all students be required to take exit exams?
4. Should there be exit exams for college students?
H o m e wo r k Q u e s t i o n s
1. Find three adults and ask them if they think students should take exit
e x a m s. A s k t h e m w hy t h e y f e e l t h e w a y t h e y d o.
2. Find more infor mation about one of the careers listed in this lesson.
What other issues related to science are dealt with by people in this
area?
Cor nell Institute for Research on Children
January 3, 2005
Quiz Questions
Ve r s i o n A
1. Circle the reasons why we CANNOT say that exit exams cause
students to learn more.
a . s t u d e n t s w h o t a k e e x i t e x a m s d o n’t h a v e t i m e t o t a k e A P c l a s s e s.
b. o n l y s t u d e n t s w h o t a k e e x i t e x a m s g e t i n t o t h e b e s t c o l l e g e s.
c. m e a s u r i n g l e a r n i n g v i a g r a d e p o i n t a v e r a g e ( G PA ) m a y b e d i f f i c u l t
use in comparisons because different teachers grade students
d i f f e r e n t l y.
d . d e f i n i n g “ l e a r n i n g m o r e ” i s d i f f i c u l t t o d o.
2. Suppose a policy maker proposes that all states should be required to
ch a n g e t h e i r e d u c a t i o n s y s t e m s t o b e m o r e l i k e N e w Yo r k ’s a n d t h u s
r e q u i r e e x i t e x a m s. N a m e a n i m p o r t a n t q u e s t i o n t h a t t h e p o l i c y m a k e r
should research before making a decision.
3 . L i s t o n e p r o a n d o n e c o n r e g a r d i n g t h e u s e o f e x i t e x a m s.
Pro:
Con:
Quiz Questions
Ve r s i o n B
1 . W hy c a n’t w e s a y t h a t e x i t e x a m s c a u s e s t u d e n t s t o l e a r n m o r e ?
2. Which of the following scenarios would be best for assessing whether
exit exams improve schools and help students learn more? Explain your
a n s w e r.
S c e n a r i o A : C o m p a r e A P a n d S AT s c o r e s b e t w e e n N e w Yo r k
s t u d e n t s a n d o t h e r s t a t e s w h e r e t h e r e a r e n o e x i t e x a m s.
S c e n a r i o B : C o m p a r e g r a d e p o i n t a v e r a g e s ( G PA s ) a n d g r a d u a t i o n
rates of students who attend schools that give exit exams and
s t u d e n t s w h o a t t e n d s c h o o l s t h a t d o n o t g i v e e x i t e x a m s.
S c e n a r i o C : C o m p a r e s c o r e s o n e x i t e x a m s.
3. Suppose that a policy maker proposes that all states should be required
t o c h a n g e t h e i r e d u c a t i o n s y s t e m s t o b e m o r e l i k e N e w Yo r k ’s a n d r e q u i r e
e x i t e x a m s. N a m e t w o i m p o r t a n t q u e s t i o n s t h a t t h e p o l i c y m a k e r s h o u l d
research before making a decision.
Quiz Questions
Ve r s i o n C
1 . D o e x i t e x a m s c a u s e s t u d e n t s t o l e a r n m o r e ? E x p l a i n y o u r a n s w e r.
2. Which of the following scenarios would be best for assessing whether
exit exams improve schools and help students learn more? Explain your
a n s w e r.
S c e n a r i o A : C o m p a r e A P a n d S AT s c o r e s b e t w e e n N e w Yo r k
s t u d e n t s a n d o t h e r s t a t e s w h e r e t h e r e a r e n o e x i t e x a m s.
S c e n a r i o B : C o m p a r e g r a d e p o i n t a v e r a g e s ( G PA s ) a n d g r a d u a t i o n
rates of students who attend schools that give exit exams and
s t u d e n t s w h o a t t e n d s c h o o l s t h a t d o n o t g i v e e x i t e x a m s.
S c e n a r i o C : C o m p a r e s c o r e s o n e x i t e x a m s.
3. How could you improve on the scenario you chose?
4. Suppose that a policy maker proposes that all states should be required
t o c h a n g e t h e i r e d u c a t i o n s y s t e m s t o b e m o r e l i k e N e w Yo r k ’s a n d t h u s
r e q u i r e e x i t e x a m s. W h a t a r e s o m e e x a m p l e s o f t y p e s o f i n f o r m a t i o n t h a t
t h i s p o l i c y m a k e r s h o u l d h a ve t o m a k e a n i n f o r m e d d e c i s i o n ? I n c l u d e t h e
perspectives from at least two differ careers/professions on this
question.