Do online quizzes enhance performance in a summative assessment? An experience in the area of Accounting

Fuertes, Iluminada Fuertes; Noguer, Belén Gill de Albornoz; Romero, Juan José Viciano

doi:10.12795/educade.2015.i06.04

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“…In Spain, a prior study justifies that many students have a higher mark in the FE than in the coursework (Pascual Ezama et al, 2011). Another study by Fuertes et al (2015) suggests that performance in the daily activities is not positively and significantly related to performance in the FE, except for the group of students who pass the FE. As the results are not conclusive, the present study aims to explore this issue further.…”

Section: Assessment In Higher Education: Background and Research Questionsmentioning

confidence: 99%

Solving the mystery about the factors conditioning higher education students' assessment: Finland versus Spain

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et al. 2020

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PurposeThe purpose of this paper is twofold: first, to compare the assessment in two subjects of the Business Administration Degree between Finland and Spain and, second, to test whether there are factors such as gender, age, subject, students’ motivation, or preferences that may have an impact on the assessment.Design/methodology/approachA survey was designed for students enrolled in Statistics and Financial Accounting subjects in the two universities, and multivariate statistical analysis were run.FindingsFirst, coursework marks are higher than the final examination marks. In both universities and subjects, learning is enhanced by student involvement in coursework activities that are directly related to the learning outcomes. Second, there are differences in assessment by culture, gender, and type of subject. Finnish students are more used to work in teams and apply varied teaching resources than Spanish students.Research limitations/implicationsThe sample size and the analyses are from two subjects in two universities. More similar studies are needed to generalize the findings.Practical implicationsThere are several implications for Higher Education. First, university policymakers should design training courses on the good implementation of new assessment processes and criteria in order to align learning objectives and assessment criteria. Second, teachers from different countries should openly discuss their manner of assessment and promote creativity and innovation in their methodologies to assess learning outcomes. Third, students should engage with deeper learning and competence development in subjects. This will contribute to their future employability.Originality/valueOur findings not only question the concept of assessment validity and the compulsory relationship between assessment and learning but also provide suggestions to improve assessment criteria.

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Section: Assessment In Higher Education: Background and Research Questionsmentioning

confidence: 99%

Solving the mystery about the factors conditioning higher education students' assessment: Finland versus Spain

Miñano

Campo

Grande

et al. 2020

View full text Add to dashboard Cite

show abstract

Do online quizzes enhance performance in a summative assessment? An experience in the area of Accounting

Abstract: El modelo educativo resultante de la integración en el Espacio Europeo requiere del profesorado actuar como gestores del contexto de aprendizaje, seleccionando recursos y metodologías de entre las disponibles.

Cited by 1 publication

References 2 publications

Solving the mystery about the factors conditioning higher education students' assessment: Finland versus Spain

Solving the mystery about the factors conditioning higher education students' assessment: Finland versus Spain

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