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

• Paloma Merello-Giménez ^[1] ; Ana Zorio-Grima ^[1]
  1. [1] Universitat de València

     Universitat de València

     Valencia, España

     
• Localización: Educade: revista de educación en contabilidad, finanzas y administración de empresas, ISSN-e 2173-478X, Nº. 8, 2017, págs. 57-68
• Idioma: inglés
• DOI: 10.12795/educade.2017.i08.05
• Títulos paralelos:
  • Impacto del desempeño de los estudiantes en una metodología de evaluación continua en Moodle en el examen final
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    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.

  • English

    This paper looks into the different evolution of students’ online questionnaire performance and its impact on the final examination mark. This innovative technique has been used in a group of an introductory financial accounting course with 8 online questionnaires (one per unit) in the Moodle platform. Using cluster analysis, we identify different groups of performance evolution. The evidence obtained suggests that in one of this groups a favourable test performance evolution may lead to overconfidence with the subsequent negative effect on the final examination mark. Future research with more variables and bigger samples will help to identify this student profile with a view to prevent this undesired negative effect of this teaching technique.

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