Higher education exit exams serve as a means to evaluate students' ability in their respective programs before graduation. They are intended to ensure that graduates meet certain academic and professional standards. These assessments aim to measure students' critical thinking skills and mastery of the subject, acting as a comprehensive review of their acquired knowledge during their studies. This systematic literature review aimed to synthesize the constructive aspects of exit exams and their undesirable situations in higher education. In the literature search, the researcher used different electronic databases. Search terms were formulated and applied to the online databases. The databases used were ERIC, Google Scholar, Sematic Scholar, and Wiley. A total of 115 study articles were identified, and 24 studies were included in the study after applying inclusion, exclusion, and quality assessment criteria. The review process was guided by the research questions—what are the constructive aspects of exit exams in higher education? And, what are the undesirable situations of higher education exit exams? PICO was used to formulate the research question. The paper was prepared using the planning, protocol, extraction, analysis, and reporting stages. This systematic review followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) criteria. Zotero was for reference management. The systematic literature review revealed that exit exams have constructive aspects in undesirable situations. To this effect, an attempt must be made to capitalize on the constructive aspects and curtail the undesirable situations of exit exams in higher education institutions.
| Published in | Journal of Public Policy and Administration (Volume 8, Issue 4) |
| DOI | 10.11648/j.jppa.20240804.13 |
| Page(s) | 177-183 |
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This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
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Copyright © The Author(s), 2024. Published by Science Publishing Group |
Constructive Aspects, Exit Exams, Higher Education, Undesirable Situations
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APA Style
Teshome, S. W. (2024). The Constructive Aspects of Higher Education Exit Exams in Undesirable Situations: A Systematic Review. Journal of Public Policy and Administration, 8(4), 177-183. https://doi.org/10.11648/j.jppa.20240804.13
ACS Style
Teshome, S. W. The Constructive Aspects of Higher Education Exit Exams in Undesirable Situations: A Systematic Review. J. Public Policy Adm. 2024, 8(4), 177-183. doi: 10.11648/j.jppa.20240804.13
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Download@article{10.11648/j.jppa.20240804.13,
author = {Samson Worku Teshome},
title = {The Constructive Aspects of Higher Education Exit Exams in Undesirable Situations: A Systematic Review
},
journal = {Journal of Public Policy and Administration},
volume = {8},
number = {4},
pages = {177-183},
doi = {10.11648/j.jppa.20240804.13},
url = {https://doi.org/10.11648/j.jppa.20240804.13},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.jppa.20240804.13},
abstract = {Higher education exit exams serve as a means to evaluate students' ability in their respective programs before graduation. They are intended to ensure that graduates meet certain academic and professional standards. These assessments aim to measure students' critical thinking skills and mastery of the subject, acting as a comprehensive review of their acquired knowledge during their studies. This systematic literature review aimed to synthesize the constructive aspects of exit exams and their undesirable situations in higher education. In the literature search, the researcher used different electronic databases. Search terms were formulated and applied to the online databases. The databases used were ERIC, Google Scholar, Sematic Scholar, and Wiley. A total of 115 study articles were identified, and 24 studies were included in the study after applying inclusion, exclusion, and quality assessment criteria. The review process was guided by the research questions—what are the constructive aspects of exit exams in higher education? And, what are the undesirable situations of higher education exit exams? PICO was used to formulate the research question. The paper was prepared using the planning, protocol, extraction, analysis, and reporting stages. This systematic review followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) criteria. Zotero was for reference management. The systematic literature review revealed that exit exams have constructive aspects in undesirable situations. To this effect, an attempt must be made to capitalize on the constructive aspects and curtail the undesirable situations of exit exams in higher education institutions.
},
year = {2024}
}
TY - JOUR T1 - The Constructive Aspects of Higher Education Exit Exams in Undesirable Situations: A Systematic Review AU - Samson Worku Teshome Y1 - 2024/12/23 PY - 2024 N1 - https://doi.org/10.11648/j.jppa.20240804.13 DO - 10.11648/j.jppa.20240804.13 T2 - Journal of Public Policy and Administration JF - Journal of Public Policy and Administration JO - Journal of Public Policy and Administration SP - 177 EP - 183 PB - Science Publishing Group SN - 2640-2696 UR - https://doi.org/10.11648/j.jppa.20240804.13 AB - Higher education exit exams serve as a means to evaluate students' ability in their respective programs before graduation. They are intended to ensure that graduates meet certain academic and professional standards. These assessments aim to measure students' critical thinking skills and mastery of the subject, acting as a comprehensive review of their acquired knowledge during their studies. This systematic literature review aimed to synthesize the constructive aspects of exit exams and their undesirable situations in higher education. In the literature search, the researcher used different electronic databases. Search terms were formulated and applied to the online databases. The databases used were ERIC, Google Scholar, Sematic Scholar, and Wiley. A total of 115 study articles were identified, and 24 studies were included in the study after applying inclusion, exclusion, and quality assessment criteria. The review process was guided by the research questions—what are the constructive aspects of exit exams in higher education? And, what are the undesirable situations of higher education exit exams? PICO was used to formulate the research question. The paper was prepared using the planning, protocol, extraction, analysis, and reporting stages. This systematic review followed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) criteria. Zotero was for reference management. The systematic literature review revealed that exit exams have constructive aspects in undesirable situations. To this effect, an attempt must be made to capitalize on the constructive aspects and curtail the undesirable situations of exit exams in higher education institutions. VL - 8 IS - 4 ER -
Institute of Educational Research, Center for Higher Education Research and Training, Addis Ababa University, Addis Ababa, Ethiopia
