Supporting Intensive Continuous Assessment With BeA in a Flipped Classroom Experience

Abstract

This paper presents the changes performed in a university course to adopt European Higher Education Area principles taking advantage of new technologies and educational approaches. Particularly, a Flipped Classroom model that also involves an Intensive Continuous Assessment approach is adopted, moving the presentation of theoretical contents to videos that can be watched outside of the classroom and using the classroom face-to-face time to provide explanations, problem solving and to perform assessment activities every week. A main part of innovation in the experience comes from the use of an online tool (BeA -Blended e-Assessment) that facilitates the assessment and reviewing of paper-based exams. This tool supports teachers in assessment tasks, that can be performed in a faster, simpler, more transparent and less error-prone way. The paper shows the results of an experience involving a control group and an experimentation group, in which this new approach and tool have been applied. The results obtained demonstrate the effectiveness of both proposals. In conjunction, the paper describes how a traditional university course based on lectures can be successfully adapted to a more innovative approach based on the principles of active learning and accountability thanks to the use of our blended e-Assessment tool.

Increasing Students’ Responsibility and Learning Outcomes Using Partial Flipped Classroom in a Language Processors Course

“…Thus, many publications deal with Programming, since this is one of the most researched areas in CS education. We have found some examples of integrating FC with another teaching technique or methodology: Llamas-Nistal et al [43] observed improvements in student retention and passing rate when mixing FC with intensive assessment in a Computer Architecture course, and Chis et al [7] detected positive results in a CS1 course mixing FC with Problem Based Learning. On the contrary, Jonsson [21] measured low participation rates mixing FC and Just in Time Teaching in an Object-Oriented Programming course.…”

“…Finally, while most of the works mentioned within the scope of CS study full applications of the FC methodology, this work considers a partial application of it. The studies that observed positive results, either in learning outcomes [7], [14], [43], [45] or student's satisfaction [17], [46], mostly seem to deploy the FC approach on practical contents. Only Horton & Campbell's study [46] specifically focuses on an introductory topic about databases.…”

Reviewing Assessment in Online and Blended Flipped Classroom

“…However, their characteristics were often discernible from the overall research concept. Several studies (Jensen et al, 2018;Llamas-Nistal et al, 2019;Santos, 2021;Wang, 2017Wang, , 2019 adopted a predominantly postpositivist worldview, using experimental approaches and collecting quantitative data to support their hypotheses. Others (Arruabarrena et al, 2019;Mojtahedi et al, 2020;Moreno-Ruiz et al, 2019) were more inclined to a pragmatic worldview, often using mixed research methods to find solutions to practical problems.…”

Profiling Students’ Self-Regulation With Learning Analytics: A Proof of Concept

“…However, almost every student chooses to follow the continuous assessment system, especially those who are taking the subject for the first time. [42].…”