Continuous assessment and interactive response systems in higher education

Abstract

There is evidence that the use of information and communication technologies (ICTs) has the potential to improve assessment methods, and therefore, learning process and results. This study compares the effect of two different types of assessment on the learning results of university students: traditional continuous assessment (TCA) and continuous assessment with the interactive response system Educlick (CAE). A quasi-experimental study with 364 students of the degree in Primary Education was conducted. Partial and final marks obtained with TCA and CAE were analysed and the influence of both assessments on the final examination (FE) was considered. It was also studied the different psychological variables that influence the assessment process, which were present in the intervention groups. To this aim, a descriptive analysis of data using the Mann-Whitney and Kruskal-Wallis non-parametric tests were developed through SPSS software. Results revealed a higher percentage of passes (81.5% compared to 74.5%), better marks and higher attendance of the first FE among students assessed with CAE (99.3%) as opposed to students assessed with TCA (91.7%). Findings underline the importance of implementing innovative technological methods, such as the interactive resource proposed in this paper, to develop new and improved skill-based competences in the teaching-learning process.

Continuous Online Assessment at a South African Open Distance and e-Learning Institution

“…Our study found that most students prefer continuous assessment modules instead of having to write an exam. This finding is in agreement with previous studies where students indicated preference for CA as opposed to just an exam (Rezigalla et al, 2017;González-Campos et al, 2018;Rana and Zubair, 2019;Sanz-Pérez, 2019). This preference helps students to avoid anxiety that often comes with having to write an exam (Bjaelde et al, 2017).…”

“…The application of CA in higher education spans different disciplines (Rezigalla et al, 2017;Day et al, 2018c;Nayak et al, 2020;Zhan, 2020) and various pedagogic approaches (Day et al, 2018b;Llamas-Nistal et al, 2019;Chong et al, 2020). CA has also been shown to work in traditional contexts as well as through using online and interactive Information and Communications Technology (ICT) systems (González-Campos et al, 2018).…”

How can Distance Learning be Used in the Physical Education of Students?

“…There is evidence that the use of information and communication technologies has the potential to improve assessment methods, and therefore, learning process and students' results in PE (González-Campos et al, 2018). The average academic grade of our research participants is not a high grade.…”

Implementation of Continuous-Assessment on Postgraduate Program

“…Information collection can be done in multiple ways. There are four assessment terms known, namely traditional assessment, assessment, performance assessment, and authentic assessment, with a simple description as shown in Table 6 (Bakhru & Mehta, 2020;González-Campos et al, 2018;Morales et al, 2022;Sridharan, 2016). Table 6.…”

“…Compiling the outcome should not be separate from the lectures taken during the study. Likewise, the implementation of the assessment should also be carried out in an integrated and sustainable manner (Day et al, 2018;Dejene & Chen, 2019;Durovic et al, 2020;González-Campos et al, 2018;Llamas-Nistal et al, 2019;Martínez et al, 2020;Sánchez-Ruiz et al, 2021). Students must be able to find real problems, which will be solved according to their competence.…”