Do continuous assessment results affect final exam outcomes? Evidence from a microeconomics course
Continuous assessment aims to enhance student learning and understanding of a subject and so achieve better educational outcomes. We investigated how continuous assessment grades affected final exam grades. Using a dataset for six academic post-Bologna Process years (2009-2015) for a first-year undergraduate microeconomics course offered at a Spanish public university, we examined conditional dependence between continuous assessment and final exam grades. Our results would indicate a limited contribution of continuous assessment results to final exam results: the probability of the final exam performance improving on the continuous assessment grade was lower than the probability of the opposite occurring. A consistent exception, however, was students who obtained an A grade for continuous assessment. Our results would cast some doubt on the beneficial effects of continuous assessment advocated by the Bologna Process.
Andrietti, A. (2014). Does lecture attendance affect academic performance? Panel data evidence for introductory macroeconomics. International Review of Economics Education 15, 1–16.
Bonesrønning, H., Opstad, L. (2012). How much is students' college performance affected by quantity of study? International Review of Economics Education 11(2): 46–63.
Chan, K.C., Shum, C., Wright, D.J. (1997). Class attendance and student performance in principles of finance. Financial Practice and Education 7 (2) 58–65.
Chen, J., Lin, T-F- (2015). Effect of Peer Attendance on College Students' Learning Outcomes in a Microeconomics Course. The Journal of Economic Education 46(4), 350- 359.
Christoffersen, P. (1998). Evaluating interval forecast. International Economic Review 39 (4), 841–862.
Devadoss, S., Foltz, J. (1996). Evaluation of factors influencing student class attendance and performance. American Journal of Agricultural Economics 78 (3) 499–507.
Durden, G.C., Ellis, L.V. (1995). The effects of attendance on student learning in principles of economics. American Economic Review: Papers and Proceedings 85 (2) 343–346.
Hill, L. (1991). Effort and Reward in College: A Replication of Some Puzzling Findings, in James W. Neuliep, ed., Replication Research in the Social Sciences. Newbury Park, CA: Sage, 139–56.
Krohn, J.B., O'Connor, C.M. (2005). Student effort and performance over the semester. The Journal of Economic Education 36 (1) 3–28.
Martin, P., Walker, I. (2006). Student achievement and university classes: effects of attendance, size, peers, and teachers. Discussion Paper 2490. IZA.
Plant, E.A., Ericsson, A.K., Hill, L., Asberg, K. (2005). Why Study Time Does Not Predict Grade Point Average across College Students: Implications of Deliberate Practice for Academic Performance. Contemporary Educational Psychology 30, p96116.
Rau, W., Durand, A. (2000). The Academic Ethic and College Grades: Does Hard Work Help Students to 'Make the Grade'? Sociology of Education 73: 19–38.
Reboredo, J.C. (2014). Can gold hedge and preserve value when the US dollar depreciates? Economic Modelling 39, 168–173.
Rodgers, J.R. (2002). Encouraging tutorial attendance at university did not improve performance. Australian Economic Papers 41 (3) 255–266.
Romer, D. (1993). Do students go to class? Should they?. Journal of Economic Perspectives 7 (3) 167–174.
Schuman, H., Walsh, E., Olson, C., Etheridge, B. (1985). Effort and Reward: The Assumption that College Grades are Affected by the Quantity of Study. Social Forces 63, 945–66.
Stinebrickner, R, Stinebrickner, T.R. (2005). How much does studying matter? Federal Reserve Bank of Cleveland Proceedings: 5559.
Metrics powered by PLOS ALM
This journal is distributed under a Creative Commons Attribution-NonCommercial-NonDerivatives 4.0 Internacional License.
Universitat Politècnica de València
e-ISSN: 2341-2593 https://dx.doi.org/10.4995/muse