Effects of continuous assessment on the academic performance of Future Teachers

Abstract

The aim of this study was to investigate the influence that the system of assessment used has on academic performance, taking into account the implementation of an activity based on social networks (Twitter), and the weight of students' perceptions with regard to the improvement of interpersonal relationships and academic progress. The study sample consisted of 519 students studying for a Master's degree in Secondary Education Teacher Training at the National University of Distance Education, Spain (Universidad Nacional de Educacin a Distancia): 332 pursued Option A (continuous assessment of task-based learning) and 187 Option B (evaluation of learning based mainly on examination performance). There were significant differences between the students of Option A and those of Option B. In addition, the students that engaged in the Twitter activity performed better in the exam and in the CAT [Continuous Assessment Test] compared with the students of Option B. It was concluded that a task-based system of continuous assessment and participation in activity on social networks helped to improve academic performance.

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

“…This result is similar to findings in previous studies about students' perceptions that CA helps them to learn and to study (Rezigalla et al, 2017). CA helps students spend more time on their studies with the result that their final academic achievement increases (Díaz-Mora et al, 2016;Santos et al, 2018;Santovena-Casal, 2019). Our study is in agreement with the results obtained by Belay and Tesfaye (2017) purporting that students are able to concentrate on understanding the subject as they work through the small learning activities instead of having to memorize a large amount of information for exam purposes.…”

“…An evaluation of CA by students will further provide evidence of its suitability for use in higher education as well as identify research areas that need further investigation, thus strengthening this educational practice. Students' perceptions of CA would provide invaluable insights of this mode of assessment in online contexts (Santovena-Casal, 2019). The objectives of this study are therefore (a) to investigate how students experience the introduction of CA in their learning programmes in an ODeL higher education institution, (b) to understand the impact of the introduction of continuous assessment on student support and student success, and (c) to explore ethical considerations brought about by the introduction of CA in a higher education institution.…”

Educational Use of Social Media in Primary and Childhood Education Degrees at a Virtual University

“…Studies such as the one by Tur et al (2017) reveal that the students who participated in their research, as also found in the present study, followed highlyregarded professionals more than celebrities or other types of profile, which for them shows its suitability for educational use and again confirms the need to insist on creating new experiences with this type of network, like that created by Carpenter et al (2016) which although it is applied to other studies (protocol, specifically), has a mechanism for comparing perspectives, locating profiles, distinguishing inappropriate sources and reflecting on publications that have interesting outcomes in education. On the other hand, research such as that of Santoveña (2019) with 519 future teachers, reveal that students who carried out activities mediated by Twitter improved their academic performance.…”

Sustainable Distance Education: Comparison of Digital Pedagogical Models

“…This research begins by framing the concept of social learning as a process of active participation in the practices of social communities that in turn influence the construction of one's own identity [18]. In a social learning model based on discussion and interaction on social networks, networks are regarded as environments that facilitate horizontal, non-hierarchical communication, knowledge acquisition, information and opinion sharing [19], and feelings of membership and cohesion [20]. They are spaces of social influence in the sense of "the effect whereby an individual's thoughts, feelings or actions are affected by other individuals" [21] (p. 274), and therefore participation in networks fulfils important social learning functions [22].…”