Evaluating the design of digital tools for the transition to an e‑continuous assessment in higher education
Evaluation is a crucial part of the teaching and learning process in any higher education institution and one that has gone through a deep change. This has been particularly true since the Bologna Declaration (http:// www. ehea. info/ page- ministerial-conference- bologna- 1999, 1999) ushered in the...
| Autores: | , , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/152722 |
| Acceso en línea: | https://hdl.handle.net/11441/152722 https://doi.org/10.1007/s12528-023-09381-2 |
| Access Level: | acceso abierto |
| Palabra clave: | E-test Continuous assessment Academic performance Higher education Microeconometric models Bologna Declaration |
| Sumario: | Evaluation is a crucial part of the teaching and learning process in any higher education institution and one that has gone through a deep change. This has been particularly true since the Bologna Declaration (http:// www. ehea. info/ page- ministerial-conference- bologna- 1999, 1999) ushered in the European higher education area, with the subsequent major rise in the employment of continuous assessment methods focused on student participation. This article analyses the impact on academic performance of e-continuous assessment based on e-tests on a virtual platform as a previous step towards the substitution of the traditional evaluation system, based on a final exam, with a continuous evaluation system, prescribed as an alternative preferred by the regulations of multiple Spanish universities. Microeconometric models have been applied to a database of 250 first-year students on the Business Administration and Management course at the University of Seville (Spain). Our findings show that e-tests could prevent the risk of students dropping out and could also provide a credible predictor of students’ academic marks in the theoretical contents of the subject, but not in those of a practical or applied nature. Based on the results of this evaluation, an e-continuous assessment has been developed in the subject, which has become the majority option for students, with 90% participation, while also increasing pass rates. Moreover, the positive effect of a computing environment does not appear to be limited to the classroom, but also extends to students’ home environments. This teaching experience shows that the swift feedback that e-tools provides, especially in especially in environments of large class size such as in the class evaluated, could support instructors’ personal tutoring of students’ progress and promote a greater implementation of e-continuous assessment in Spanish higher education. |
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