- -

Do continuous assessment results affect final exam outcomes? Evidence from a microeconomics course

RiuNet: Repositorio Institucional de la Universidad Politécnica de Valencia

Compartir/Enviar a

Citas

Estadísticas

  • Estadisticas de Uso

Do continuous assessment results affect final exam outcomes? Evidence from a microeconomics course

Mostrar el registro sencillo del ítem

Ficheros en el ítem

dc.contributor.author Reboredo, Juan Carlos es_ES
dc.date.accessioned 2017-04-18T11:25:32Z
dc.date.available 2017-04-18T11:25:32Z
dc.date.issued 2017-04-10
dc.identifier.issn 2341-2593
dc.identifier.uri http://hdl.handle.net/10251/79732
dc.description.abstract [EN] 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. es_ES
dc.language Inglés es_ES
dc.publisher Universitat Politècnica de València
dc.relation.ispartof Multidisciplinary Journal for Education, Social and Technological Sciences
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd) es_ES
dc.subject Continuous assessment es_ES
dc.subject Final exam performance es_ES
dc.subject Conditional dependence es_ES
dc.title Do continuous assessment results affect final exam outcomes? Evidence from a microeconomics course es_ES
dc.type Artículo es_ES
dc.date.updated 2017-04-18T10:45:32Z
dc.identifier.doi 10.4995/muse.2017.6548
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Reboredo, JC. (2017). Do continuous assessment results affect final exam outcomes? Evidence from a microeconomics course. Multidisciplinary Journal for Education, Social and Technological Sciences. 4(1):88-101. https://doi.org/10.4995/muse.2017.6548 es_ES
dc.description.accrualMethod SWORD es_ES
dc.relation.publisherversion https://doi.org/10.4995/muse.2017.6548 es_ES
dc.description.upvformatpinicio 88 es_ES
dc.description.upvformatpfin 101 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 4
dc.description.issue 1
dc.description.references Andrietti, V. (2014). Does lecture attendance affect academic performance? Panel data evidence for introductory macroeconomics. International Review of Economics Education, 15, 1-16. doi:10.1016/j.iree.2013.10.010 es_ES
dc.description.references Chen, J., & Lin, T.-F. (2015). Effect of Peer Attendance on College Students’ Learning Outcomes in a Microeconomics Course. The Journal of Economic Education, 46(4), 350-359. doi:10.1080/00220485.2015.1071224 es_ES
dc.description.references Christoffersen, P. F. (1998). Evaluating Interval Forecasts. International Economic Review, 39(4), 841. doi:10.2307/2527341 es_ES
dc.description.references Devadoss, S., & Foltz, J. (1996). Evaluation of Factors Influencing Student Class Attendance and Performance. American Journal of Agricultural Economics, 78(3), 499-507. doi:10.2307/1243268 es_ES
dc.description.references Krohn, G. A., & O’Connor, C. M. (2005). Student Effort and Performance over the Semester. The Journal of Economic Education, 36(1), 3-28. doi:10.3200/jece.36.1.3-28 es_ES
dc.description.references Plant, E. A., Ericsson, K. A., Hill, L., & Asberg, K. (2005). Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance. Contemporary Educational Psychology, 30(1), 96-116. doi:10.1016/j.cedpsych.2004.06.001 es_ES
dc.description.references Rodgers, J. R. (2002). Encouraging Tutorial Attendance at University Did Not Improve Performance. Australian Economic Papers, 41(3), 255-266. doi:10.1111/1467-8454.00163 es_ES
dc.description.references Romer, D. (1993). Do Students Go to Class? Should They? Journal of Economic Perspectives, 7(3), 167-174. doi:10.1257/jep.7.3.167 es_ES
dc.description.references Schuman, H., Walsh, E., Olson, C., & Etheridge, B. (1985). Effort and Reward: The Assumption That College Grades are Affected by Quantity of Study. Social Forces, 63(4), 945. doi:10.2307/2578600 es_ES


Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem