Large-scale externally mandated exit exams are common in many education systems. Exit exams are considered medium stakes when exam scores are blended with school-awarded marks to determine a final course grade. This study examined the effects of policy decisions regarding the weighting of exam and school-awarded marks when calculating a student’s final blended grade. Grade 12 teachers (n = 343) in the Sciences and Humanities were surveyed regarding the effects of Alberta’s exit exam program on their planning and assessment practices. This study found that these exit exams had a profound impact on teacher practice at both the 50% and 30% weightings, leading to narrowing of planning and assessment practices. While a recent change in weighting contributed to a minor shift away from this practice, perceived narrowness of the exit exam’s content sample and perceived pressure related to classroom assessment outcomes were factors that mitigated this potential shift.

中文翻译：

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中高考政策的后果和结果

大规模的外部强制退出考试在许多教育系统中都很常见。当考试分数与学校授予的分数相结合以确定最终课程成绩时，结业考试被认为是中等风险。本研究检验了在计算学生最终混合成绩时有关考试和学校授予分数权重的政策决定的影响。科学和人文学科的 12 年级教师 (n = 343) 接受了关于艾伯塔省毕业考试计划对其规划和评估实践的影响的调查。本研究发现，这些毕业考试在 50% 和 30% 的权重上都对教师实践产生了深远的影响，导致规划和评估实践的范围缩小。虽然最近权重的变化导致了这种做法的微小转变，