End of Course Exams (EOCE) are summative assessments used to evaluate student proficiency with regards to the content covered in a course. This analysis is limited to standardized EOCE. Because they occur at the end, EOCE have no diagnostic value, but have potential for use by teachers and administrators for improving future instruction.
EOCE’s differ from standardized achievement tests in several ways. EOCE’s are limited to a single topic; whereas, standardized achievement tests cover a wide range of subjects. EOCE’s are administered shortly after a course, achievement tests are generally administered at the beginning and/or end of the year.
The following reasons are commonly cited for using EOCE’s:
Assess the effectiveness of instruction
Increase academic rigor of courses
Hold students, teachers, and schools accountable for achievement
Improve alignment of curriculum and instruction to standards
Increase the consistency of course work across schools
As a high stakes measure of skills and knowledge required for qualification to courses, graduation, and/or for university placement
At this time nearly half of U.S. states embrace EOCE’s. Despite its growing popularity, little research is available to ascertain the overall effectiveness of the practice.
STATE END-OF-COURSE TESTING PROGRAMS: A Policy Brief
In recent years the number of states that have adopted or plan to implement end of course (EOC) tests as part of their high school assessment program has grown rapidly. While EOC tests certainly offer great promise, they are not without challenges. Many of the proposed uses of EOC tests open new and often complex issues related to design and implementation. The purpose of this brief is to support education leaders and policy makers in making appropriate technical and operational decisions to maximize the benefit of EOC tests and address the challenges.
Brief, A. P. (2011). State End-of-Course Testing Programs.
Incorporating End-of-Course Exam Timing Into Educational Performance Evaluations
There is increased interest in extending the test-based evaluation framework in K-12 education to achievement in high school. High school achievement is typically measured by performance on end-of-course exams (EOCs), which test course-specific standards in subjects including algebra, biology, English, geometry, and history, among others. Recent research indicates that when students take particular courses can have important consequences for achievement and subsequent outcomes. The contribution of the present study is to develop an approach for modeling EOC test performance regarding the timing of course.
Parsons, E., Koedel, C., Podgursky, M., Ehlert, M., & Xiang, P. B. (2015). Incorporating end-of-course exam timing into educational performance evaluations. Journal of Research on Educational Effectiveness, 8(1), 130-147.
This report provides information on states that require students enrolled in courses that have an end-of-course (EOC) exam to take the EOC
Zinth, J. D. (2012). End-of-Course Exams. Education Commission of the States (NJ3).