EQUITY AND INCLUSIVITY IN HIGHER EDUCATION EXIT EXAMS: A SYSTEMATIC LITERATURE REVIEW

Abstract

This systematic literature review investigates equity and inclusivity issues related to exit exams in higher education, synthesizing findings from 30 studies published between 1994 and 2024. Exit exams are designed to evaluate the competencies of graduating students, but their implementation often raises concerns regarding fairness, accessibility, and the impact on diverse student populations. The review reveals that while exit exams can enhance academic accountability, they disproportionately affect marginalized groups, exacerbating existing inequalities within the educational landscape. Methodologically, the review incorporates qualitative and quantitative studies, case analyses, and literature reviews, providing a comprehensive overview of prevalent themes. Key findings indicate that exit exams can lead to adverse washback effects on teaching practices, influence student outcomes differently across demographic groups, and raise significant concerns regarding accessibility and inclusivity in academic assessments. The review underscores the necessity for policies that address these equity issues, advocating for a more nuanced understanding of exit exams. Ultimately, this study contributes to ongoing discussions about educational assessment practices, offering insights for educators, policymakers, and researchers aiming to improve the effectiveness and fairness of exit exams in higher education.