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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
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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

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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.
Fair Play—A Necessity in Higher Education Exit Exams: A Systematic Review Teshome, Samson Worku
ANWARUL Vol 5 No 3 (2025): JUNI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/anwarul.v5i3.5520

Abstract

This systematic literature review critically examines the equity and inclusivity implications of exit exams in higher education, synthesizing evidence from 33 studies published between 1994 and 2024. While exit exams aim to standardize academic accountability and ensure graduate competency, their implementation often exacerbates disparities among marginalized student populations, including racial and ethnic minorities, low-income students, and individuals with disabilities. The review employs the PRISMA framework to analyze qualitative, quantitative, and mixed-method studies, revealing that high-stakes exit exams frequently induce stress, narrow curricular focus, and disproportionately hinder underrepresented groups. Key findings highlight systemic inequities in exam design, accessibility, and washback effects on pedagogy, with marginalized students facing heightened barriers to success. The study identifies divergent outcomes across demographic groups, underscoring the tension between academic rigor and equitable assessment practices. Thematic analysis emphasizes the need for policy reforms, such as culturally responsive exam design, alternative assessment models, and institutional support mechanisms to mitigate adverse impacts. Recommendations include integrating formative assessments, adaptive testing, and holistic evaluation frameworks to balance accountability with inclusivity. This review contributes to the discourse on educational equity by advocating for systemic changes in exit exam policies and urging stakeholders to prioritize accessibility and fairness. By addressing these challenges, higher education institutions can foster inclusive environments that align assessment practices with the diverse needs of all students, ultimately promoting equitable academic and professional outcomes.
Fundamental Components of Undergraduate Exit Exams: A Systematic Literature Review of the Development, Administration, Feedback, and Remediation Teshome, Samson Worku
ANWARUL Vol 5 No 3 (2025): JUNI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/anwarul.v5i3.6149

Abstract

Exit examinations in higher education serve as critical assessments to evaluate students’ readiness for professional practice upon graduation. This study systematically reviews how exit exams are designed, administered, and followed up with feedback and remediation, aiming to identify best practices and areas needing improvement. Using the PRISMA methodology, a comprehensive literature search was conducted across databases including PubMed, JSTOR, and Google Scholar. Out of numerous articles screened, 22 studies were selected, covering disciplines such as medicine, pharmacy, aviation, and engineering. The analysis revealed that exit exams are most effective when aligned with curricular content and developed in collaboration with field experts. Key themes emerged around equitable exam administration, emphasizing accessibility for students with disabilities and diverse backgrounds. Post-exam processes such as timely and constructive feedback were found to be essential for student growth, while remediation efforts were most beneficial when focused on learning support rather than mere exam repetition. Despite these strengths, recurring challenges include inequitable exam design, insufficient institutional support, and limited access to preparation resources. To address these issues, the study recommends enhanced collaboration between institutions, students, and industry stakeholders; adoption of adaptable exam formats; and the development of robust support systems. Ultimately, exit exams should function not only as summative assessments but as formative tools guiding students toward lifelong learning and professional competence.
The Adverse Impacts of Exit Exams in Higher Education: A Systematic Review Teshome, Samson Worku
ANWARUL Vol 5 No 3 (2025): JUNI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/anwarul.v5i3.6167

Abstract

Exit exams in higher education are widely implemented as tools for quality assurance, accountability, and the assessment of student learning outcomes. Despite their intended benefits, these assessments have been linked to various negative consequences affecting students, institutions, and educational systems. This systematic literature review critically evaluates the adverse impacts of exit exams by synthesizing peer-reviewed studies published between 1994 and 2024, following the PRISMA framework. The analysis reveals that exit exams disproportionately disadvantage marginalized student populations, contribute to increased dropout rates, and generate significant psychological stress, resulting in detrimental academic and emotional outcomes. Furthermore, these exams frequently exhibit poor alignment with curricular objectives, thereby undermining their efficacy. Thematic analysis identifies four primary adverse effects: psychological stress, inequitable access to educational opportunities, reduced graduation rates, and misalignment with educational goals. These findings highlight the urgent need for policymakers and educators to reconsider the design and administration of exit exams, emphasizing equity, fairness, and comprehensive assessment approaches. The review concludes by advocating for alternative quality assurance mechanisms that uphold accountability while minimizing harm to students.
Skills of Educational Managers in Private Higher Education Institutions in Addis Ababa City Administration Teshome, Samson Worku; Woldegerima, Haileselassie
International Journal of Education, Management, and Technology Vol 3 No 3 (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.v3i3.7731

Abstract

This study investigates the managerial competencies of educational managers in private higher education institutions within Addis Ababa City Administration, Ethiopia. Data were collected through structured questionnaires administered to both educational managers and teaching staff, focusing on core management skill areas including conceptual, interpersonal, technical, decision-making, problem-solving, and leadership abilities. Descriptive statistical tools—frequency counts, percentages, mean scores, and standard deviations—were employed to analyze the responses. The findings indicate that while interpersonal communication and relationship management are generally well-developed, critical skill gaps exist in areas such as delegation, staff motivation, forecasting, and analytical decision-making. These deficiencies highlight the need for structured professional development initiatives tailored to enhance managerial effectiveness and leadership capacity. The study emphasizes the strategic importance of equipping educational managers with a balanced and comprehensive skill set to foster institutional performance, improve governance practices, and support the professional growth of subordinates. This research contributes to the broader discourse on educational leadership by offering empirical insights into the current competency landscape of private higher education managers in Ethiopia and underscores the urgency of capacity-building interventions aligned with contemporary managerial demands.
Co-Authors Fantaye, Girma Lemma Kibret, Belay Tefera Woldegerima, Haileselassie