Publication: Evaluación continua en la enseñanza universitaria de la
contabilidad
Authors
Marín-Hernández, Salvador ; Ortiz-Martínez, Esther ; Santos Jaén, José Manuel
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
http://dx.doi.org/10.6018/rie.329781
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info:eu-repo/semantics/article
Description
Abstract
En España el uso de la evaluación continua en las notas universitarias es consecuencia de
nuestra adaptación al EEES y por lo tanto aún está por determinar su efecto en el aprendizaje
del alumno. Por ello nos planteamos en este estudio, si la evaluación continua aumenta las
garantías de éxito en el examen final, y si el número de pruebas intermedias que se realizan y
su formato, afecta a este aprendizaje. Se ha analizado una muestra de 1670 notas de distintas
asignaturas universitarias de Contabilidad Financiera durante los últimos tres cursos académicos. Los resultados obtenidos permiten aceptar las hipótesis de partida de que efectivamente la
evaluación continua afecta de forma positiva a la nota del examen final. Asimismo, también el
tipo de prueba parcial influye en esta nota, y no el número de pruebas de evaluación continua
realizadas. Se confirma así, como en estudios previos, que existe un efecto positivo de la evaluación continua sobre el rendimiento académico. No obstante, es importante un buen diseño
de estas pruebas, pues aunque también los antecedentes abogan por modificarlas de un curso
a otro, pueden determinar la nota del examen final.
Continuous assessment has been used in Spanish universities after the implementation of the European Higher Education Area (EHEA), and so it is important to study its effects on students’ acquisition of knowledge. The goal of this paper is to analyse whether continuous assessment shows a positive effect university students’ learning, which is reflected in final exam scores. It also sets out to prove whether the number of mid-point tests and their different formats affects the students’ learning process. We have analysed a sample of 1670 scores from different subjects of Financial Accounting for the last three academic years. The results allow us to confirm our initial hypothesis that continuous assessment positively affects final exam scores, and so it has a positive impact on the learning process. The type of tests taken as part of the students’ continuous assessment likewise affects their learning process; however, it is important that mid-point tests are designed carefully. Even though previous studies on the matter have pointed towards the benefits of switching the format of mid-point tests every year, their design can still determine the students’ final exam scores.
Continuous assessment has been used in Spanish universities after the implementation of the European Higher Education Area (EHEA), and so it is important to study its effects on students’ acquisition of knowledge. The goal of this paper is to analyse whether continuous assessment shows a positive effect university students’ learning, which is reflected in final exam scores. It also sets out to prove whether the number of mid-point tests and their different formats affects the students’ learning process. We have analysed a sample of 1670 scores from different subjects of Financial Accounting for the last three academic years. The results allow us to confirm our initial hypothesis that continuous assessment positively affects final exam scores, and so it has a positive impact on the learning process. The type of tests taken as part of the students’ continuous assessment likewise affects their learning process; however, it is important that mid-point tests are designed carefully. Even though previous studies on the matter have pointed towards the benefits of switching the format of mid-point tests every year, their design can still determine the students’ final exam scores.
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Citation
Revista de Investigación Educativa, RIE, V. 38, N. 1, 2020, pp. 109-129
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