Do continuous assessment results affect final exam outcomes? Evidence from a microeconomics course
Continuous assessment aims to enhance student learning and understanding of a subject and so achieve better educational outcomes. We investigated how continuous assessment grades affected final exam grades. Using a dataset for six academic post-Bologna Process years (2009-2015) for a first-year unde...
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| Format: | Article |
| Language: | English |
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Universitat Politècnica de València
2017-04-01
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| Series: | Multidisciplinary Journal for Education, Social and Technological Sciences |
| Subjects: | |
| Online Access: | http://polipapers.upv.es/index.php/MUSE/article/view/6548 |
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| Summary: | Continuous assessment aims to enhance student learning and understanding of a subject and so achieve better educational outcomes. We investigated how continuous assessment grades affected final exam grades. Using a dataset for six academic post-Bologna Process years (2009-2015) for a first-year undergraduate microeconomics course offered at a Spanish public university, we examined conditional dependence between continuous assessment and final exam grades. Our results would indicate a limited contribution of continuous assessment results to final exam results: the probability of the final exam performance improving on the continuous assessment grade was lower than the probability of the opposite occurring. A consistent exception, however, was students who obtained an A grade for continuous assessment. Our results would cast some doubt on the beneficial effects of continuous assessment advocated by the Bologna Process. |
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| ISSN: | 2341-2593 |