Exploring the impact of cumulative testing on academic performance of undergraduate students in Spain

Abstract

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Exploring the Association Between Formative and Summative Assessments in a Pre-University Science Program

“…The data were further analyzed to examine the cumulative formative assessments (overall unit tests average) and the summative assessment (final exam), similar to the studies of Adkins and Linville (2017) and Domenech et al (2015). A significant shift occurred between the unit tests average (M = 68.95%, SD = 15.61) and final exam average (M = 67.48%, SD = 16.11).…”

Reconciling assessment quality standards and “double assessment” in competency‐based higher education

“…Using multiple types of formative assessment, or informal assessment that is used to monitor student progress and does not equate to a grade or credit, is common in higher education and viewed as best practice. There is, however, debate over whether using more than one summative assessment to assess students on the same content or learning outcomes is beneficial or whether it is unnecessary and may even inhibit student learning (Beagley & Capaldi, 2016; Domenech, Blazquez, de la Poza, & Munoz‐Miquel, 2015; Lawrence, 2013).…”

Coordination of subjects using a real practical case to boost learning results

“…To employ effective strategies to enhance student motivation will provide better engagement and good effects on student performance (Liu et al, 2012;Domenech et al, 2015). During the first semester, the students apply the concepts acquired in SEF to carry out the first phases of a software engineering project which aims to develop an information system.…”