The impact of Continuous Assessment on a temporal perspective: the results of a pioneering experiment at the University of Barcelona (Spain)

Daniel Montolio

Abstract

This study completes the works by Gallardo, Montolio and Camós (2010) and Gallardo and Montolio (2011) and brings new evidence on the impact of continuous assessment on students’ results. We use a complete dataset with information regarding both the subjects taught and the results obtained by students at the Public Administration and Management Diploma Course of the University of Barcelona (Spain) that was a pioneering experiment at this university in implementing the guidelines of the European Higher Education Area (EHEA) back in 2004. More precisely, we have information for seven academic years (2001/2002 – 2007/2008) on i) the lecturer who taught each subject; ii) the definition of the continuous assessment contained in the teaching plans when they were introduced; and iii) the students’ marks in each subject. With this information we compare the results obtained by students before and after the implementation, following the Bologna process, of the continuous assessment controlling for who was responsible of the subject. The results present new evidence on the impact of continuous assessment taking into account a temporal perspective. It is generally accepted that the implementation and development of continuous assessment has been one of the most difficult changes in adapting to the EHEA guidelines. Moreover, it is at the same time a key and a controversial aspect of the adaptation process itself. Indeed, there is no agreement on how continuous assessment in higher education is defined and how lecturers should implement the new assessment procedure. The present study aims to provide further information in this complex process of changing the evaluation process in our universities.


Full Text:

PDF

References

AQU (2003). Marc general per a l'avaluació dels aprenentatges dels estudiants. Barcelona, Agència per la Qualitat del sistema Universitari a Catalunya.

Cadenato, A. and Martinez, Mª. (2008): “L'avaluació en el marc de l'Espai Europeu d'Educació Superior (EEES)”, Monogràfics ICE de la Universitat Politècnica de Catalunya. Disponible en: http://www.upc.edu/ice/portal-de-recursos/publicacions_ice/2_avaluacio.pdf

Delgado, A.Mª and Oliver, R. (2006): “La evaluación continua en un nuevo escenario docente”, Revista de Universidad y Sociedad del Conocimiento, 3(1), 1-13.

Delgado, A.Mª. (coord.) (2005): Competencias y diseño de la evaluación continua y final en el espacio superior. Madrid: Dirección General de Universidades. Disponible en: http://www.mec.es/univ/proyectos2005/EA2005-0054.pdf

Gallardo, E., Montolio, D. and Camós, M. (2010): “The European Higher Education Area at work: Lights and shadows defining Continuous Assessment”. Revista d'Innovació Docent Universitària, Vol. 2, pp. 10-22. DOI: 10.1344/105.000001524

Gallardo, E. and Montolio, D. (2011): “¿Existe relación entre la evaluación continua y los resultados de los alumnos?”. e-pública, 8, pp. 63-79.

Solé, M. (2009): “A pilot experiment for adapting university studies to the European Higher Education Area: The Public Administration and Management Diploma course at the University of Barcelona”. Paper presented at INTED 2009 Conference held at Valencia (Spain).

UB (2009): “Memoria para la verificación del título de grado Graduado o graduada en Gestión y Administración Pública”. Universidad de Barcelona, p. 15.

Abstract Views

2853
Metrics Loading ...

Metrics powered by PLOS ALM





This journal is distributed under a Creative Commons Attribution-NonCommercial-NonDerivs 4.0 Internacional License.

Universitat Politècnica de València

e-ISSN: 2341-2593   https://dx.doi.org/10.4995/muse