Influence of the type of assessment on grading. A statistical analysis applied to the subject Mathematics II in ADE
DOI:
https://doi.org/10.1344/RIDU2024.16.4Keywords:
Evaluation processes, Results, Mathematics ADE, Kruskal-Wallis Test, Chi-Squared TestAbstract
In this paper, we carry out a statistical analysis to figure out the extent to which the choice of assessment process affects the grades obtained by students in the subject. Our work has focused on the subject of Mathematics II of the degree in Business Administration and Management (ADE). This subject is taught in the second semester of the first year of the ADE degree. We have considered the last three years in which three different evaluation systems have been used. In the year 2018-2019 the entire assessment process was face-to-face; then, in the year 2019-2020, due to the confinement situation, the entire assessment process was utilizing online tests (virtual); in the year 2020-2021 we combined face-to-face and online tests within the assessment, generating a blended system; and finally, the year 2021-2022 meant the return to the 2018-2019 system, with everything being face-to-face. The statistical analysis of the data obtained shows that the grades obtained are statistically different in the three processes. On the other hand, the number of people taking part in the assessment is also affected. The results show that the best participation rates correspond to the blended learning system.
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