Impact of students’ performance in the continuous assessment methodology through Moodle on the final exam

Abstract

Este trabajo examina la diferente evolución del rendimiento de los estudiantes en cuestionarios online y su impacto en la calificación final. Esta innovadora técnica se ha utilizado en un grupo de un curso introductorio de contabilidad financiera con 8 cuestionarios online (uno por unidad temática) a través de la plataforma Moodle. Empleando el análisis cluster, identificamos diferentes grupos de evolución del rendimiento. La evidencia obtenida sugiere que en uno de estos grupos una evolución favorable del rendimiento en los test online puede conducir a un exceso de confianza, con el posterior efecto negativo en la nota del examen final. La investigación futura con más variables y muestras de mayor tamaño ayudará a identificar este perfil de estudiante con el fin de evitar un posible efecto negativo no deseado de esta técnica de enseñanza.

Online Assessment Through Moodle Platform

“…There is already an enormous amount of literature available on the use of ICT in HEI even specifically about online assessment in higher education [6], some with remarkable focus on its combination with flipped classroom methodologies and generally using Moodle LMS to develop and support all the work and investigation procedures and tasks (e.g. [7], [8], [9], [10], [11], [12], [13]).…”

Effect on Procrastination and Learning of Mistakes in the Design of the Formative and Summative Assessments: A Case Study

“…As a matter of fact, online quizzes are a highly demanded option by students and seems to improve their summative assessment [23][24][25][26], although there is no advantage with regard to written quizzes [27] and some authors doubt whether doing online quizzes improves the final marks or, simply, the more skilled and willing students do more quizzes [28,29]. Some even doubt if in some cases the relation exists or if it is positive [30,31], possibly due to the detrimental effect of overconfidence [6]. That said, if complex and time-consuming questions are ruled out, it will be difficult for the students to reach a deep understanding of the studied matter.…”