A Review on Implementation Challenges and Measures of Exit Exam to Enhance and Assure the Quality of Engineering Education at Ethiopia HEIs

Adal Mengesha Yimer; Kefale Kebie Bishaw

doi:doi:10.11648/j.her.20230806.13

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A Review on Implementation Challenges and Measures of Exit Exam to Enhance and Assure the Quality of Engineering Education at Ethiopia HEIs

Adal Mengesha Yimer, Kefale Kebie Bishaw

Published in Higher Education Research (Volume 8, Issue 6)

Received: 24 April 2023 Accepted: 13 November 2023 Published: 24 November 2023

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Abstract

Education is the most primary sector in the world, making a significant contribution to national and international development. Different countries have their own national education policies, as well as international policies. As part of the globe, Ethiopia has its own curriculum for various programs aimed at attaining quality education by increasing the competency of learners. This review paper primarily examines the pre-and post-implementation challenges and measures of Exit Exam, which are intended to be implemented at Ethiopian higher education public and privet institution under-graduate programs to improve and ensure the quality of education, and then to increase employment and competency rates. For this review purpose different researches, curriculum documents, education policies, guidelines from institutional, national and international perspectives are reviewed. In Ethiopia, Various exit exams are given for students, such as the ministry exam for grade eight, the matric exam for grade ten, an Entrance exam for grade twelve, and now the exit exam is planned to be given for undergraduate university students at their final year to measure the overall competence of learners and their institute. This review focuses on exit exam significances and challenges in terms of implementation to measure the attitude, knowledge and skill of graduates in terms of engineering competency such as field work skills, experimental skills, programing skills, analytical skills as the exit exam is multiple choice types. For solving those gaps, a critical recommendation of pre and post implementation strategies are indicated for education policy makers and curriculum experts for preparing guideline for exit exam to enhance and assure engineering graduates competences. From this assessment based review, literatures strongly agree the presences and importance of exit exam for university graduates, but they indicate also the pre and post implementation gaps of this exam, in which this review paper try to address this gaps.

Published in	Higher Education Research (Volume 8, Issue 6)
DOI	10.11648/j.her.20230806.13
Page(s)	225-231
Creative Commons	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.
Copyright	Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Curriculum, Mock Exam, Exit Exam, Competency, Quality Enhancement, Quality Assurance

References

[1]	Ludger wosse Mann, January 2018, doi.1015185, Central exit exams improve student outcomes.
[2]	Jürges, H., Richter, W. F., Schneider, K. (2005a). Teacher quality and incentives. Theoretical and empirical effects of standards on teacher quality. Finanz Archiv, 61 (3), 298–326.
[3]	Pedulla, J., Abrams, L. M., Madaus, G., Russell, M., Ramos, M., & Miao, J. (2003). Perceived effects of state-mandated Testing programs on teaching and learning: Findings from a national survey of teachers Chestnut Hill, MA: Boston College.
[4]	Jürges, H., Schneider, K., & Buchel, F. (2005b). The effect of central exit examinations on student achievement: Quasi-experimental evidence from TIMSS Germany. Journal of European Economic Association, 3, 1134–1155.
[5]	Merki, K. M. (2011). Effects of the implementation of state-wide exit exams on students’ self-regulated learning. Studies in Educational Evaluation 37, 196–205.
[6]	Bishop, J. H. (1997). The effect of national standards and curriculum-based exams on achievement. American Economic Review, 87, 260–264.
[7]	Young, A., Rose, G., Wilson, P. (2013) Online Case Studies: HESI Exit-Exam Scores and NCLEX-RN Outcomes. Journal of Professional Nursing, 29 (2S), S17-S21.
[8]	Mazurek, D. F. (1995). Consideration of FE Exam for Program Assessment. Journal of Professional Issues in Engineering Education and Practice 247-249.
[9]	Watson, J. L. (1998). An Analysis of the Value of the FE Examination for the Assessment of Student Learning in Engineering and Science Topics. Journal of Engineering Education 305-311.
[10]	Eyob A., Abreham G. Y., (2022), Assessing Higher Education Exit Exam in Ethiopia: Practices, Challenges and Prospects, page 79-86.
[11]	Koehn, E., Koehn, J. F. etal (2008). Outcome Assessment of Performance on the Fundamentals of Engineering (FE) Examination. Journal of Professional Issues in Engineering Education and Practice 1-6.
[12]	Jürges, H., K., etl (2012). Assessment drives learning: The effect of exit exams on curricular knowledge and mathematical literacy. Economics of Education Review 31, 56- 65.
[13]	Nirmala Handan, N., White, K. (2000). Course Refinement through Outcome Assessment: A Case Study. Journal of Professional Issues in Engineering Education and Practice 27-31.
[14]	Ministry of Education, MOE, Ethiopia, 2023, “Test blue print for national exit examination guideline” band 1: Bachler of science degree in civil engineering.

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Mengesha Yimer, A., Kebie Bishaw, K. (2023). A Review on Implementation Challenges and Measures of Exit Exam to Enhance and Assure the Quality of Engineering Education at Ethiopia HEIs. Higher Education Research, 8(6), 225-231. https://doi.org/10.11648/j.her.20230806.13

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ACS Style

Mengesha Yimer, A.; Kebie Bishaw, K. A Review on Implementation Challenges and Measures of Exit Exam to Enhance and Assure the Quality of Engineering Education at Ethiopia HEIs. High. Educ. Res. 2023, 8(6), 225-231. doi: 10.11648/j.her.20230806.13

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AMA Style

Mengesha Yimer A, Kebie Bishaw K. A Review on Implementation Challenges and Measures of Exit Exam to Enhance and Assure the Quality of Engineering Education at Ethiopia HEIs. High Educ Res. 2023;8(6):225-231. doi: 10.11648/j.her.20230806.13

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@article{10.11648/j.her.20230806.13,
  author = {Adal Mengesha Yimer and Kefale Kebie Bishaw},
  title = {A Review on Implementation Challenges and Measures of Exit Exam to Enhance and Assure the Quality of Engineering Education at Ethiopia HEIs},
  journal = {Higher Education Research},
  volume = {8},
  number = {6},
  pages = {225-231},
  doi = {10.11648/j.her.20230806.13},
  url = {https://doi.org/10.11648/j.her.20230806.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20230806.13},
  abstract = {Education is the most primary sector in the world, making a significant contribution to national and international development. Different countries have their own national education policies, as well as international policies. As part of the globe, Ethiopia has its own curriculum for various programs aimed at attaining quality education by increasing the competency of learners. This review paper primarily examines the pre-and post-implementation challenges and measures of Exit Exam, which are intended to be implemented at Ethiopian higher education public and privet institution under-graduate programs to improve and ensure the quality of education, and then to increase employment and competency rates. For this review purpose different researches, curriculum documents, education policies, guidelines from institutional, national and international perspectives are reviewed. In Ethiopia, Various exit exams are given for students, such as the ministry exam for grade eight, the matric exam for grade ten, an Entrance exam for grade twelve, and now the exit exam is planned to be given for undergraduate university students at their final year to measure the overall competence of learners and their institute. This review focuses on exit exam significances and challenges in terms of implementation to measure the attitude, knowledge and skill of graduates in terms of engineering competency such as field work skills, experimental skills, programing skills, analytical skills as the exit exam is multiple choice types. For solving those gaps, a critical recommendation of pre and post implementation strategies are indicated for education policy makers and curriculum experts for preparing guideline for exit exam to enhance and assure engineering graduates competences. From this assessment based review, literatures strongly agree the presences and importance of exit exam for university graduates, but they indicate also the pre and post implementation gaps of this exam, in which this review paper try to address this gaps. 
},
 year = {2023}
}

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TY  - JOUR
T1  - A Review on Implementation Challenges and Measures of Exit Exam to Enhance and Assure the Quality of Engineering Education at Ethiopia HEIs
AU  - Adal Mengesha Yimer
AU  - Kefale Kebie Bishaw
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JO  - Higher Education Research
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EP  - 231
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20230806.13
AB  - Education is the most primary sector in the world, making a significant contribution to national and international development. Different countries have their own national education policies, as well as international policies. As part of the globe, Ethiopia has its own curriculum for various programs aimed at attaining quality education by increasing the competency of learners. This review paper primarily examines the pre-and post-implementation challenges and measures of Exit Exam, which are intended to be implemented at Ethiopian higher education public and privet institution under-graduate programs to improve and ensure the quality of education, and then to increase employment and competency rates. For this review purpose different researches, curriculum documents, education policies, guidelines from institutional, national and international perspectives are reviewed. In Ethiopia, Various exit exams are given for students, such as the ministry exam for grade eight, the matric exam for grade ten, an Entrance exam for grade twelve, and now the exit exam is planned to be given for undergraduate university students at their final year to measure the overall competence of learners and their institute. This review focuses on exit exam significances and challenges in terms of implementation to measure the attitude, knowledge and skill of graduates in terms of engineering competency such as field work skills, experimental skills, programing skills, analytical skills as the exit exam is multiple choice types. For solving those gaps, a critical recommendation of pre and post implementation strategies are indicated for education policy makers and curriculum experts for preparing guideline for exit exam to enhance and assure engineering graduates competences. From this assessment based review, literatures strongly agree the presences and importance of exit exam for university graduates, but they indicate also the pre and post implementation gaps of this exam, in which this review paper try to address this gaps. 

VL  - 8
IS  - 6
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Author Information

Adal Mengesha Yimer

Civil Engineering Department, Gafat Institute of Technology, Debre Tabor University, Debre Tabor, Ethiopia

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Kefale Kebie Bishaw

Civil Engineering Department, Gafat Institute of Technology, Debre Tabor University, Debre Tabor, Ethiopia

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APA Style

Mengesha Yimer, A., Kebie Bishaw, K. (2023). A Review on Implementation Challenges and Measures of Exit Exam to Enhance and Assure the Quality of Engineering Education at Ethiopia HEIs. Higher Education Research, 8(6), 225-231. https://doi.org/10.11648/j.her.20230806.13

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ACS Style

Mengesha Yimer, A.; Kebie Bishaw, K. A Review on Implementation Challenges and Measures of Exit Exam to Enhance and Assure the Quality of Engineering Education at Ethiopia HEIs. High. Educ. Res. 2023, 8(6), 225-231. doi: 10.11648/j.her.20230806.13

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AMA Style

Mengesha Yimer A, Kebie Bishaw K. A Review on Implementation Challenges and Measures of Exit Exam to Enhance and Assure the Quality of Engineering Education at Ethiopia HEIs. High Educ Res. 2023;8(6):225-231. doi: 10.11648/j.her.20230806.13

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@article{10.11648/j.her.20230806.13,
  author = {Adal Mengesha Yimer and Kefale Kebie Bishaw},
  title = {A Review on Implementation Challenges and Measures of Exit Exam to Enhance and Assure the Quality of Engineering Education at Ethiopia HEIs},
  journal = {Higher Education Research},
  volume = {8},
  number = {6},
  pages = {225-231},
  doi = {10.11648/j.her.20230806.13},
  url = {https://doi.org/10.11648/j.her.20230806.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.her.20230806.13},
  abstract = {Education is the most primary sector in the world, making a significant contribution to national and international development. Different countries have their own national education policies, as well as international policies. As part of the globe, Ethiopia has its own curriculum for various programs aimed at attaining quality education by increasing the competency of learners. This review paper primarily examines the pre-and post-implementation challenges and measures of Exit Exam, which are intended to be implemented at Ethiopian higher education public and privet institution under-graduate programs to improve and ensure the quality of education, and then to increase employment and competency rates. For this review purpose different researches, curriculum documents, education policies, guidelines from institutional, national and international perspectives are reviewed. In Ethiopia, Various exit exams are given for students, such as the ministry exam for grade eight, the matric exam for grade ten, an Entrance exam for grade twelve, and now the exit exam is planned to be given for undergraduate university students at their final year to measure the overall competence of learners and their institute. This review focuses on exit exam significances and challenges in terms of implementation to measure the attitude, knowledge and skill of graduates in terms of engineering competency such as field work skills, experimental skills, programing skills, analytical skills as the exit exam is multiple choice types. For solving those gaps, a critical recommendation of pre and post implementation strategies are indicated for education policy makers and curriculum experts for preparing guideline for exit exam to enhance and assure engineering graduates competences. From this assessment based review, literatures strongly agree the presences and importance of exit exam for university graduates, but they indicate also the pre and post implementation gaps of this exam, in which this review paper try to address this gaps. 
},
 year = {2023}
}

Copy | Download

TY  - JOUR
T1  - A Review on Implementation Challenges and Measures of Exit Exam to Enhance and Assure the Quality of Engineering Education at Ethiopia HEIs
AU  - Adal Mengesha Yimer
AU  - Kefale Kebie Bishaw
Y1  - 2023/11/24
PY  - 2023
N1  - https://doi.org/10.11648/j.her.20230806.13
DO  - 10.11648/j.her.20230806.13
T2  - Higher Education Research
JF  - Higher Education Research
JO  - Higher Education Research
SP  - 225
EP  - 231
PB  - Science Publishing Group
SN  - 2578-935X
UR  - https://doi.org/10.11648/j.her.20230806.13
AB  - Education is the most primary sector in the world, making a significant contribution to national and international development. Different countries have their own national education policies, as well as international policies. As part of the globe, Ethiopia has its own curriculum for various programs aimed at attaining quality education by increasing the competency of learners. This review paper primarily examines the pre-and post-implementation challenges and measures of Exit Exam, which are intended to be implemented at Ethiopian higher education public and privet institution under-graduate programs to improve and ensure the quality of education, and then to increase employment and competency rates. For this review purpose different researches, curriculum documents, education policies, guidelines from institutional, national and international perspectives are reviewed. In Ethiopia, Various exit exams are given for students, such as the ministry exam for grade eight, the matric exam for grade ten, an Entrance exam for grade twelve, and now the exit exam is planned to be given for undergraduate university students at their final year to measure the overall competence of learners and their institute. This review focuses on exit exam significances and challenges in terms of implementation to measure the attitude, knowledge and skill of graduates in terms of engineering competency such as field work skills, experimental skills, programing skills, analytical skills as the exit exam is multiple choice types. For solving those gaps, a critical recommendation of pre and post implementation strategies are indicated for education policy makers and curriculum experts for preparing guideline for exit exam to enhance and assure engineering graduates competences. From this assessment based review, literatures strongly agree the presences and importance of exit exam for university graduates, but they indicate also the pre and post implementation gaps of this exam, in which this review paper try to address this gaps. 

VL  - 8
IS  - 6
ER  -

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