Izvorni znanstveni članak
https://doi.org/10.15516/cje.v21i3.3013
Effects of Continuous Assessment on the Academic Performance of Future Teachers
Sonia Santoveña Casal
orcid.org/0000-0002-9761-6148
; National University of Distance Education, Department of Didactics, School Organization and Special Didactics, Faculty of Education
Sažetak
The aim of this study was to investigate the influence that the assessment system used has on academic performance, taking into account the implementation of an activity based on social networks (Twitter), and the weight of students’ perceptions with regard to the improvement of interpersonal relationships and academic progress. The study sample consisted of 519 students studying for a Master’s degree in Secondary Education Teacher Training at the National University of Distance Education, Spain (Universidad Nacional de Educación a Distancia): 332 pursued Option A (continuous assessment of task-based learning) and 187 Option B (evaluation of learning based mainly on examination performance). There were significant differences between the students of Option A and those of Option B. In addition, the students who engaged in the Twitter activity performed better in the exam and in the CAT [Continuous Assessment Tasks] compared with the students of Option B. It was concluded that a task-based system of continuous assessment and participation in activity on social networks helped to improve academic performance.
Ključne riječi
formative assessment; perceptions; secondary school teachers; summative assessment; Twitter.
Hrčak ID:
227513
URI
Datum izdavanja:
26.9.2019.
Posjeta: 1.362 *