Actividades de evaluación continua - correlación con la calificación de la prueba final y efecto sobre la calificación final. Evidencia en Administración y Dirección de Empresas

Jareño, Francisco; Garcí­a, Raquel López

doi:10.5209/rev_rced.2015.v26.n2.42948

Cited by 9 publications

(10 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…They show that students assessed continuously with Educlick remotes received a higher number of passes in this subject and had better attendance at the first FE. These findings match those of Gallardo, & Montolio (2010) and also those of Cebrián, & García (2015), since they agree that CA (with no further description) reduces the number of absent students in the subject. Consequently, we can conclude that the use of Educlick, as a part of CA, motivates students to follow the module through to the end, reducing the likelihood of dropping out.…”

Section: Discussionsupporting

confidence: 90%

See 1 more Smart Citation

Continuous assessment and interactive response systems in higher education

González-Campos

Vázquez

Mesa

2018

jhse

View full text Add to dashboard Cite

There is evidence that the use of information and communication technologies (ICTs) has the potential to improve assessment methods, and therefore, learning process and results. This study compares the effect of two different types of assessment on the learning results of university students: traditional continuous assessment (TCA) and continuous assessment with the interactive response system Educlick (CAE). A quasi-experimental study with 364 students of the degree in Primary Education was conducted. Partial and final marks obtained with TCA and CAE were analysed and the influence of both assessments on the final examination (FE) was considered. It was also studied the different psychological variables that influence the assessment process, which were present in the intervention groups. To this aim, a descriptive analysis of data using the Mann-Whitney and Kruskal-Wallis non-parametric tests were developed through SPSS software. Results revealed a higher percentage of passes (81.5% compared to 74.5%), better marks and higher attendance of the first FE among students assessed with CAE (99.3%) as opposed to students assessed with TCA (91.7%). Findings underline the importance of implementing innovative technological methods, such as the interactive resource proposed in this paper, to develop new and improved skill-based competences in the teaching-learning process.

show abstract

Section: Discussionsupporting

confidence: 90%

“…Our interest in evaluating whether CA can help students face the subject leads us to both Gallardo, & Montolio (2010) and Cebrián, & García (2015), who study the relationship between CA and students' results. They conclude that a suitable CA increases their marks.…”

Section: Introductionmentioning

confidence: 99%

Continuous assessment and interactive response systems in higher education

González-Campos

Vázquez

Mesa

2018

jhse

View full text Add to dashboard Cite

show abstract

“…El Espacio Europeo de Educación Superior (EEES) ha conllevado una serie de cambios en la docencia universitaria, centrándonos en este trabajo en el efecto de la evaluación continua sobre la nota del examen final, modificando así la nota obtenida en total en la asignatura. Los antecedentes prueban el efecto positivo de la evaluación formativa sobre el rendimiento académico (Cano, 2011;Fraile, López, Castejón, & Romero, 2013;Isaksson, 2008;Jareño Cebrián & López García, 2015;Sánchez-Martín, Pascual-Ezama, & Delgado-Jalón, 2017); otros en cambio subrayan que no compensa la función coste-beneficio de aplicarla (Crisp, 2007;Pascual Ezama, Camacho, Ma, Urquía Grande, & Müller, 2011;Poza-Lujan, Calafate, Posadas-Yague, & Cano, 2016), y no muchos de ellos utilizan datos reales con notas de alumnos universitarios.…”

Section: Contrastación Empírica En La Enseñanza Universitariaunclassified

Variation indexes of marks due to continuous assessment. Empirical approach at university /Índices de variación de la nota debidos a la evaluación continua. Contrastación empírica en la enseñanza universitaria

Santos

Martínez

Marín

2018

Cultura y Educación

View full text Add to dashboard Cite

The European Higher Education Area (EHEA) has required continuous assessment at university in Spain. The goal of this paper is to analyse how continuous assessment modifies the subject's final mark, to ascertain whether it improves or lowers the final exam score and to determine whether other variables also affect this relationship. To accomplish this, we have created a database with the marks earned by students who took the final exam in the Financial Accounting class at university in the last three academic years. A variation index of the exam score was constructed as a consequence of continuous assessment, and it was analysed both quantitatively and qualitatively. The results obtained from the marks and the index were analysed using contingency tables, ANOVA, regression analyses and a contrast of differences in mean. The main conclusions allow us to state that continuous assessment has an important direct effect on the learning process as well as on the final exam score and the overall class mark, and that other variables also influence them.

show abstract

“…The growing number of academic publications about education and teaching innovation in business and management confirms the interest in improving teaching in this area (Adesola et al, 2019;Arbaugh et al, 2009;Cebri an and García, 2015;Montoro-S anchez et al, 2012;Mora-Valentín and Ortiz-de-Urbina-Criado, 2015). In recent years, some studies have focused on applying sustainability to business and management education (Dima and Meghisan-Toma, 2018).…”

Section: Introductionmentioning

confidence: 97%

Sustainability and entrepreneurship: emerging opportunities for business and management education

Ortiz‐de‐Urbina‐Criado

Mora-Valentín

Sánchez

2022

JEEE

View full text Add to dashboard Cite

Purpose Agenda 2030 for Sustainable Development defines 17 goals with 169 targets in economic, social and environmental fields to guarantee human rights. Universities and companies are two driving forces for achieving these Sustainable Development Goals (SDGs). In this context, university research and, specifically, business and management studies should include this new economic-social panorama. Focusing on business and management education, this study aims to analyze who can help to implement the SDGs and how. Design/methodology/approach A descriptive examination of the evolution of documents and journals on business and management education was performed. Next, a co-authorship analysis, studying the collaboration among researchers, was performed. Finally, a co-word analysis that identifies the main topics and relationships between them was developed. Findings This study’s results suggest the necessity of expanding collaboration networks between countries and institutions. The analysis also reveals two emergent topics: entrepreneurship and sustainability. Then, three lines for teaching business and management according to the SDGs are proposed: two regarding university-firm relationships – job creation and entrepreneurship – and the third regarding universities effects on society – including sustainability principles and actions in higher education. Originality/value The main contribution is to show the important role that universities, in general, and business and management education, in particular, play in achieving the SDGs. Universities must mobilize their managers, professors and students because implementing the SDGs is possible through coordinated and integrated participation.

show abstract

Actividades de evaluación continua - correlación con la calificación de la prueba final y efecto sobre la calificación final. Evidencia en Administración y Dirección de Empresas

Cited by 9 publications

References 4 publications

Continuous assessment and interactive response systems in higher education

Continuous assessment and interactive response systems in higher education

Variation indexes of marks due to continuous assessment. Empirical approach at university /Índices de variación de la nota debidos a la evaluación continua. Contrastación empírica en la enseñanza universitaria

Sustainability and entrepreneurship: emerging opportunities for business and management education

Contact Info

Product

Resources

About