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All Journal Indonesian Journal of Innovative Teaching and Learning Journal of Gender and Millennium Development Studies
Samson Worku Teshome
JIGDAN College
Humanities Education Social Sciences

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The Merits and Demerits of Undergraduate Exit Exams: A Systematic Literature Review Samson Worku Teshome
Indonesian Journal of Innovative Teaching and Learning Vol. 2 No. 2 (2025): Indonesian Journal of Innovative Teaching and Learning, 2(2), 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/ijitl.v2i2.279

Abstract

Background: Exit exams in higher education serve as a critical mechanism for assessing students' readiness for professional or advanced academic pursuits. These high-stakes assessments are intended to uphold academic and professional standards, promote accountability, and ensure quality across institutions. Objective: This study aims to systematically review the existing literature to evaluate the benefits and challenges of exit exams in higher education, focusing on their effectiveness, equity, and implications for students and institutions. Method: A systematic literature review was conducted, analyzing findings from 33 peer-reviewed studies across various educational contexts. The review examined both quantitative and qualitative evidence on the outcomes and perceptions of exit exams. Results: The review reveals that exit exams contribute positively to transparency, standardization, and alignment with labor market demands. They provide valuable feedback for curriculum development and institutional improvement. Conclusion: While exit exams have the potential to enhance graduate preparedness and institutional accountability, their current implementation often undermines equity and educational depth. A more balanced and inclusive approach is required to address these issues. Contribution: This review offers a comprehensive synthesis of the current discourse on exit exams and provides actionable insights for educators and policymakers. It advocates for integrating formative assessments, enhancing exam design, and prioritizing student well-being to create a more equitable and effective assessment framework in higher education.
Addressing Gender in Higher Education Exit Exams: A Systematic Literature Review Samson Worku Teshome
Journal of Gender and Millennium Development Studies Vol. 2 No. 1 (2025): Journal of Gender and Millennium Development Studies, 2(1), 2025
Publisher : Academia Edu Cendekia Indonesia (AEDUCIA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64420/jgmds.v2i1.79

Abstract

Background: Exit exams in higher education are crucial for certifying student competency and ensuring academic quality. However, growing attention has been directed toward gender-related disparities in exam performance, perceptions, and outcomes, raising concerns about fairness and equity in assessment practices. Objective: This systematic review aims to explore how gender influences students’ experiences with exit exams in higher education, focusing on performance, perception, and broader implications for equity and quality assurance. Method: Using the PRISMA framework, a comprehensive search was conducted across multiple academic databases. From an initial pool of 587 articles, 32 studies published between 1994 and 2024 were selected based on predefined inclusion criteria. Data extraction focused on study objectives, methodologies, contexts, and gender-specific findings. Result: The findings reveal that while female students often achieve performance levels equal to or higher than their male peers, they report elevated levels of test anxiety and face systemic biases that affect their exam experiences. Sociocultural norms, exam design, and institutional policies significantly contribute to these disparities. Conclusion: Gender differences in exit exam experiences underscore the need for inclusive and equitable assessment systems. Addressing these disparities requires reforms in exam design, support mechanisms, and institutional practices that account for gender-specific challenges. Contribution: This review contributes to the literature by systematically synthesizing evidence on gender and exit exams, highlighting the need for gender-sensitive assessment practices and offering recommendations for policy and educational reform in higher education.
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