Higher education exit exams and labor market readiness: A systematic review
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.
Downloads
References
Ackeren, I. V., et al. (2012). The impact of statewide exit exams: A descriptive case study of three German states with differing low-stakes exam regimes. Education Policy Analysis Archives, 20(8), 1–32. https://doi.org/10.14507/epaa.v20n8.2012
Adale, M. Y., & Kefale, K. B. (2023). A review on implementation challenges and measures of exit exam to enhance and assure the quality of engineering education at Ethiopia HEIs. Journal of Higher Education Research, 8(5), 225–231. https://doi.org/10.11648/j.her.20230806.13
Al Ahmad, M., Al Marzouqi, A. H., & Hussien, M. (2014). Exit exam as academic performance indicator. Turkish Online Journal of Educational Technology, 13(3), 58–67. https://doi.org/10.1109/ICeLeTE.2013.6644378
Aniley, A. A. (2023). Comprehensive review on exit examination strategies and its role for enhancement of quality assurance and employability opportunity in engineering and technology programs. IETE Journal of Education, 64(1), 41–46. https://doi.org/10.1080/09747338.2022.2118874
Aristeidou, M., Cross, S., Rossade, K.-D., Wood, C., Rees, T., & Paci, P. (2024). Online exams in higher education: Exploring distance learning students' acceptance and satisfaction. Journal of Computer Assisted Learning, 40(1), 342–359. https://doi.org/10.1111/jcal.12888
Athiworakun, C., & Adunyarittigun, D. (2022). Investigating washback effects on teaching: A case study of an exit examination at the higher education level. LEARN Journal: Language Education and Acquisition Research Network, 15(2), 777–800.
Ayenew, E., & Yohannes, A. G. (2022). Assessing higher education exit exam in Ethiopia: Practices, challenges and prospects. Science Journal of Education, 10(2), 79–86. https://doi.org/10.11648/j.sjedu.20221002.15
Benner, A. (2023). Exit examinations, peer academic climate, and adolescents' developmental outcomes. Journal of School Psychology, 51(1), 67–80. https://doi.org/10.1016/j.jsp.2012.09.001
Bishop, J. (1999). Are national exit examinations important for educational efficiency? Swedish Economic Policy Review, 6, 349–398.
Bracey, G. (2009). Mandatory exit exams discourage graduation: Research does not support political claims that exit exams improve graduation results. Phi Delta Kappan, 91(3), 88–95. https://doi.org/10.1177/003172170909100322
Carol, A. V., & Brown, M. F. (1994). The development of an exit examination in criminal justice for graduating seniors: A case study. Journal of Criminal Justice Education, 5(1), 49–57. https://doi.org/10.1080/10511259400083081
Christina, J. J., & Moorthy, D. (2021). Multiple entry and exit options in degree courses. NEP 2020, 135–141.
Dehury, R. (2017). Exit exams for medical graduates: A guarantee of quality? Indian Journal of Medical Ethics, 2(3), 190–193. https://doi.org/10.20529/IJME.2017.037
Dempster, E. (2012). Comparison of exit-level examinations in four African countries. Journal of Social Sciences, 33, 55–70. https://doi.org/10.1080/09718923.2012.11893086
El-Hussan, H., et al. (2021). Student perception of curriculum-based exit exam in civil engineering education. Global Engineering Education Conference, 214–218. https://doi.org/10.1109/EDUCON46332.2021.9454016
Fanjoy, R. (2005). Exit exams for college flight programs: Redundant activity or certification of competency? The Collegiate Aviation Review International, 23(1), 24–31. https://doi.org/10.22488/okstate.18.100333
French, S. (2023). A review of the benefits and drawbacks of high-stakes final examinations in higher education. The International Journal of Higher Education, 88, 893–918. https://doi.org/10.1007/s10734-023-01148-z
Houchensen, D. (2023). Stakes is high: Culturally relevant practitioner inquiry with African American students struggling to pass secondary reading exit exams. Urban Education, 48(1), 92–115. https://doi.org/10.1177/0042085912456845
Khan, H., Sebu, Gaur, P., Kumar, A., & Rahman, M. ur. (2023). Pharmacy exit exam for the upliftment of profession of pharmacy practice in India: A review. International Journal of Pharma Professional's Research, 14(4), 107–112. http://dx.doi.org/10.48165/ijppronline.2023.14408
Lanahan, B. (2023). Higher education in as politics in Poar-Rose Revolution in Georgia. Corruption, Tutoring, and Higher Education Entrance Exams, 107–115. https://doi.org/10.1007/978-3-031-45194-2_8
Leigh, S. (2012). The classroom is alive with the sound of thinking: The power of the exit slip. The International Journal of Teaching and Learning in Higher Education, 24(2), 189–196.
Merki, K. (2011). Effects of the implementation of state-wide exit exams on students' self-regulated learning. Studies in Educational Evaluation, 37, 196–205. http://dx.doi.org/10.1016/j.stueduc.2011.12.001
Palmer, E. J., Duggan, P., Devitt, P. G., & Russell, R. (2010). The modified essay question: Its exit from the exit examination? Medical Teacher, 32(7), 300–307. https://doi.org/10.3109/0142159X.2010.488705
Pioplunink, M. (2013). Central school exit exams and labor-market outcomes. European Journal of Political Economy, 31, 93–108. https://doi.org/10.1016/j.ejpoleco.2013.04.005
Rosqvist, K., Koivisto, J. M., Vierula, J., & Haavisto, E. (2022). Instruments used in graduating nursing students' exit exams: An integrative review. Contemporary Nurse, 58(5–6), 393–413. https://doi.org/10.1080/10376178.2022.2085593
Siddiqui, A. W., Singh, D., Samanta, R., Das, A. M., & Chhetri, P. (2020). Evaluating the role of pharmacy exit exams in advancing pharmacy practice in India: A comprehensive review. Latin American Journal of Pharmacy, 42(10), 1–11.
Slomp, D., Marynowski, R., & Ratcliffe, B. (2020). Consequences and outcomes of policies governing medium-stakes large-scale exit exams. Educational Assessment Evaluation and Accountability, 431–461. https://doi.org/10.1007/s11092-020-09334-8
Teshome, S. W. (2024). The positive and negative effects of exit exams in higher education: A systematic literature review. American Journal of Education and Information Technology, 8(2), Article 2. https://doi.org/10.11648/j.ajeit.20240802.14
Teshome, S. W. (2025). Exit exams and curriculum design in Higher Education: A systematic review. Journal of Education Policy and Management Studies, 2(1), 1–15. https://doi.org/10.62385/jepams.v2i1.172
Teshome, S. W. (2025). A systematic literature review of the policy and practice critiques of higher education exit exams: A global perspective. Bulletin of Educational Management and Innovation, 3(1), 19–37. https://doi.org/10.56587/bemi.v3i1.110
Warren, J. R., & Grodsky, E. (2009). Exit exams harm students who fail them—and don't benefit students who pass them. Phi Delta Kappan, 90(9), 645–649. https://doi.org/10.1177/003172170909000908
Woessmann, L. (2018). Central exit exams improve student outcomes. IZA World of Labor, 1–10. https://doi.org/10.15185/izawol.419
Weir, T. (2010). Pretest/posttest assessment: The use of an entry/exit exam as an assessment tool for accredited and non-accredited journalism and mass communication programs. Journalism & Mass Communication Educator, 65(2), 123–141. https://doi.org/10.1177/107769581006500203
Copyright (c) 2025 Samson Worku Teshome
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License that allows others to share the work with an acknowledgement of the work’s authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
