Article Per Year (5 Year)
p-Index From 2021 - 2026
3.158
P-Index
This Author published in this journals
All Journal Journal of Research in Instructional ANWARUL: Jurnal Pendidikan dan Dakwah Bulletin of Educational Management and Innovation Indonesian Journal of Educational Management and Leadership EDUMALSYS Journal of Research in Education Management International Journal of Pedagogy Indonesian Journal of Multidisciplinary and Educational Researcher ALSYSTECH Journal of Education Technology International Journal of Education, Management, and Technology International Journal of Humanities, Education, and Social Sciences Journal of Education Policy and Management Studies Journal of Indonesian Progressive Education Indonesian Journal of Education Teaching and Learning IJITL JGMDS
Teshome, Samson Worku
Unknown Affiliation
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Social Sciences Other

Published : 25 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 25 Documents
Search

 1   2   3 
Exit exams design in higher education: A systematic review Teshome, Samson Worku
Journal of Research in Instructional Vol. 5 No. 1 (2025): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v5i1.644

Abstract

This systematic literature review explores the design issues surrounding exit exams in higher education, focusing on their validity, reliability, and impact on student outcomes. As exit exams have become integral to assessing student competencies, the need for effective and equitable assessment strategies is paramount. The review synthesizes two decades of research to identify key challenges, including the alignment of exam content with educational objectives, the tension between standardization and customization, and the engagement of diverse stakeholders. The findings reveal that while exit exams are essential for ensuring graduates meet established competencies, they often face criticism due to concerns over fairness and the potential narrowing of curricula. The review underscores the importance of stakeholder perspectives, including those of faculty, students, and administrators, in shaping the design and implementation of exit exams. Furthermore, ethical considerations regarding the role of assessments in educational experiences are discussed. The review concludes with recommendations for a holistic approach to exit exam design, emphasizing collaboration among stakeholders and the need for ongoing training for faculty. Future research directions are also proposed, advocating for innovative assessment strategies and longitudinal studies to evaluate the long-term impacts of exit exams. By addressing these critical design issues, this review aims to contribute to the ongoing discourse in higher education assessment and promote student achievement and educational equity.
Academic Freedom and Exit Exams in Higher Education: A Systematic Review Teshome, Samson Worku
International Journal of Education, Management, and Technology Vol 3 No 2 (2025): International Journal of Education, Management, and Technology
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijemt.v3i2.5348

Abstract

Exit exams in higher education have become a contentious issue, particularly regarding their impact on academic freedom. This systematic review examines the intersection of exit exams and academic freedom by synthesizing findings from 32 peer-reviewed articles published between 1994 and 2024. The review follows the PRISMA framework to ensure methodological rigor and transparency. Key themes emerging from the literature include the role of exit exams in shaping curricula, influencing teaching practices, and affecting student outcomes. While proponents argue that exit exams standardize educational quality and enhance employability, critics contend that they impose rigid structures that constrain academic freedom. The review identifies significant regional variations in the implementation and perception of exit exams, with studies from Ethiopia, Germany, India, and the United States offering diverse perspectives. Methodologically, the reviewed studies employed case studies, surveys, and mixed-methods approaches, highlighting varying levels of evidence quality. The narrative analysis reveals that while exit exams can drive accountability and quality assurance, they often create tensions between institutional autonomy and centralized control. This review underscores the need for balanced policies that align exit exams with broader educational goals without compromising academic freedom. Future research should explore longitudinal impacts and innovative assessment models that reconcile these competing priorities.
The Continuous Evaluation and Improvement of Exit Exams in Higher Education: A Systematic Review Teshome, Samson Worku
EDUMALSYS Journal of Research in Education Management Vol 3 No 1 (2025): EDUMALSYS Journal of Research in Education Management
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/edumalsys.v3i1.5272

Abstract

Exit exams in higher education have become a significant tool for assessing the competencies of students and ensuring quality assurance. This systematic literature review examines the continuous evaluation and improvement of exit exams, focusing on their role in enhancing educational outcomes and employability opportunities. Utilizing the PRISMA framework and PICO methodology, this review synthesizes findings from 29 studies spanning various disciplines and geographical regions. The results reveal diverse approaches to improving exit exams, emphasizing feedback mechanisms, curriculum alignment, and technological advancements. A narrative analysis highlights the complexities and benefits of implementing such evaluations. This review concludes that while exit exams can enhance accountability and quality, they require careful design and continuous refinement to address challenges like equity and validity.
A systematic literature review of the policy and practice critiques of higher education exit exams: A global perspective Teshome, Samson Worku
Bulletin of Educational Management and Innovation Vol. 3 No. 1 (2025): Bulletin of Educational Management and Innovation
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v3i1.110

Abstract

Background: Exit exams in higher education have been a subject of extensive debate, with proponents arguing that they ensure quality assurance and accountability, while critics highlight their potential negative impacts on students, educators, and institutions. This systematic literature review aims to synthesize the critiques of exit exams in higher education by analyzing 33 peer-reviewed studies published between 1994 and 2024. Method: The review employed the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework and PICO (Population, Intervention, Comparison, Outcome) criteria to ensure a rigorous and transparent selection process. A comprehensive search was conducted across multiple databases, including PubMed, ERIC, JSTOR, and Google Scholar, using keywords such as "exit exams," "higher education," "critiques," "equity," and "student well-being." Studies were screened based on predefined inclusion and exclusion criteria, with duplicate and irrelevant articles removed systematically. Data extraction was performed using a standardized form to capture key information, including study objectives, methodologies, geographic context, and specific critiques of exit exams. The extracted data were synthesized thematically to identify recurring patterns and trends. Key themes identified include the impact of exit exams on student stress and mental health, inequitable outcomes for marginalized populations, limitations in accurately assessing student competency, and misalignment with real-world skills. Findings: The findings reveal that exit exams often fail to account for diverse learning styles and may disproportionately affect marginalized students, while also potentially reinforcing systemic inequities and narrowing curricula. The review concludes with recommendations for policymakers and educators to consider alternative assessment methods that balance accountability with equity and student well-being, suggesting a need to reevaluate the role of exit exams in higher education.
Opportunities and Challenges of Online Exit Exams in Higher Education: A Systematic Review Teshome, Samson Worku
ALSYSTECH Journal of Education Technology Vol 3 No 2 (2025): ALSYSTECH Journal of Education Technology
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsystech.v3i2.5406

Abstract

This systematic review investigates the opportunities and challenges of online exit exams in higher education, employing the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework and PICO (Population, Intervention, Comparison, Outcome) model to ensure methodological rigor. The review synthesizes findings from 34 studies spanning 1994 to 2024, covering diverse geographic regions including Europe, North America, Africa, Asia, and Australia. The studies utilized a range of methodologies, including descriptive case studies, literature reviews, empirical research, policy analyses, and quantitative investigations, providing a comprehensive understanding of the impact of online exit exams on educational quality, teaching practices, and student outcomes. Key opportunities identified include enhanced accessibility for remote learners, cost-efficiency through reduced logistical demands, data-driven improvements via analytics, flexibility for diverse student needs, and standardized testing frameworks. However, significant challenges persist, such as the digital divide, concerns about academic integrity, technical reliability issues, limitations in assessing practical skills, and psychological stress among students. A comparative analysis reveals complex interrelationships between these themes, highlighting tensions between accessibility and equity, cost-efficiency and security, and standardization and cultural relevance. The review underscores the need for robust technical infrastructure, faculty training, and adaptive strategies to balance rigorous assessment standards with equitable practices. Future research should prioritize globally representative studies addressing gaps such as publication bias and exclusion of non-English literature, while exploring intersections of technological readiness, institutional culture, and socio-economic factors.
Higher education exit exams and labor market readiness: A systematic review Teshome, Samson Worku
Indonesian Journal of Educational Management and Leadership Vol. 3 No. 1 (2025): Indonesian Journal of Educational Management and Leadership
Publisher : Kuras Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/ijemal.v3i1.1349

Abstract

Purpose − Exit exams are a critical component of higher education systems worldwide, serving as a benchmark for assessing students' readiness for graduation and professional practice. However, the relationship between exit exams and labor market readiness remains underexplored. This systematic literature review aims to examine the role of exit exams in preparing students for the labor market, focusing on their impact on employability, skill acquisition, and career readiness. Method − Using the PRISMA framework and PICO strategy, the researcher conducted a comprehensive search across multiple databases, identifying relevant studies published between 1994 and 2024. The PRIMA framework followed identification, screening, eligibility and inclusion stages. The PICO framework was used to structure the research questions by breaking them down into four components: Population, Intervention, Comparison, and Outcome. The review synthesizes findings from 31 studies, highlighting the dual role of exit exams as both a motivator for academic achievement and a source of labor market preparedness. Findings − The results indicate that while exit exams can enhance educational outcomes, their impact on labor market readiness is influenced by a variety of factors, including the alignment of exam content with industry needs, the level of support provided to students, and the cultural context in which the exams are administered. The discussion section delves into the implications of these findings for educational policy and practice, suggesting strategies to enhance the labor market readiness of graduates. This review underscores the need for a balanced approach to exit exams that prioritizes both academic rigor and career preparedness.
Exit exams and curriculum design in Higher Education: A systematic review Teshome, Samson Worku
Journal of Education Policy and Management Studies Vol. 2 No. 1 (2025): Journal of Education Policy and Management Studies
Publisher : Piramida Akademi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62385/jepams.v2i1.172

Abstract

As a standard for evaluating students' preparedness for graduation and professional practice, exit exams have emerged as a crucial element of higher education.  Based on a thorough examination of 30 studies from various academic databases, this systematic review investigates how exit exams affect curriculum design. To ensure methodological rigor, the review uses the PRISMA framework, which identifies important themes like curriculum alignment with exit exam requirements, the impact of high-stakes testing on instructional strategies, and the function of exit exams in quality assurance. Findings show that exit exams can influence curriculum changes, especially when it comes to matching academic material to professional competencies and industry standards. But there are drawbacks as well, like stress from tests, a focus shift in the curriculum, and disparities in student performance. The review emphasizes the necessity of a well-rounded curriculum that incorporates exit exam preparation with more general learning objectives. Future research directions and implications for educational practice are also covered. Findings reveal that exit exams can drive curriculum reforms, particularly in aligning educational content with industry standards and professional competencies. However, challenges such as exam-related stress, narrowing of curriculum focus, and inequities in student outcomes are also highlighted. The review underscores the need for balanced curriculum design that integrates exit exam preparation with broader educational goals. Implications for educational practice and future research directions are also discussed.
The Purposes of Exit Exams in Higher Education: A Systematic Review Samson Worku Teshome Teshome, Samson Worku
Indonesian Journal of Multidisciplinary Educational Research Vol. 3 No. 1: April 2025
Publisher : LP2M Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ijomer.v3i1.4998

Abstract

This systematic review examines the multifaceted role of exit exams in higher education, emphasizing their purposes, impacts, and implications for students and educational institutions. Analyzing a diverse range of studies from 2000 to 2024, the review reveals that exit exams serve both as tools for accountability and potential sources of inequity. While these assessments can enhance educational quality and student preparedness, they may disproportionately affect underrepresented students, leading to increased stress and anxiety. The findings indicate that the pressure associated with exit exams can negatively impact student well-being, particularly for those who do not pass. Additionally, the review discusses the importance of aligning exit exams with curricular goals to ensure relevance and effectiveness. The necessity for inclusive assessment practices is highlighted, alongside robust support systems to aid all students in navigating these challenges. Recommendations include fostering collaboration among faculty, ongoing research into the effectiveness of exit exams, and advocating for equitable assessment policies. Ultimately, the review underscores the need for continuous dialogue on the role of exit exams to ensure they fulfill their intended purposes while promoting educational equity.
Exit Exams in Higher Education—Impact on Teaching Strategies: Systematic Literature Review Teshome, Samson Worku
Indonesian Journal of Education Teaching and Learning (IJETL) Vol 4 No 1 (2024): Jurnal Indonesian Journal of Education Teaching and Learning
Publisher : Universitas Muhammadiyah Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33222/ijetl.v4i1.4527

Abstract

Exit exams in higher education have become a critical focus of educational policy and research, particularly regarding their influence on teaching strategies. This systematic review examines the impact of exit exams on teaching methodologies using the PRISMA framework to ensure rigor and transparency. By synthesizing evidence from 15 peer-reviewed articles, case studies, and reviews, this study identifies key themes such as curriculum alignment, teacher behavior, student engagement, institutional policies, and washback effects. The findings reveal that exit exams can lead to both positive and negative impacts on teaching strategies, depending on factors like exam design, stakeholder expectations, and resource availability. Positive outcomes include improved accountability, standardization, and alignment with industry standards, while negative consequences include "teaching to the test" and reduced opportunities for creative thinking. Contextual factors play a significant role in determining the effectiveness of exit exams. This review highlights the need for balanced approaches that integrate exit exams with broader educational goals. Policymakers, educators, and researchers are encouraged to collaborate in designing exit exams that enhance rather than hinder quality education. Future research should explore longitudinal impacts and innovative strategies to mitigate adverse effects.
The Merits and Demerits of Undergraduate Exit Exams: A Systematic Literature Review Teshome, Samson Worku
Indonesian Journal of Innovative Teaching and Learning Vol. 2 No. 2 (2025): IJITL, Volume 2, Issue 2 (2025): August-January Period
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.
Co-Authors Fantaye, Girma Lemma Kibret, Belay Tefera Woldegerima, Haileselassie