Universitat de Barcelona
The aim of this paper is to analyse how continuous assessment of learning affected academic achievement in university students over the last decade. It focuses on the case of World Economic History, a compulsory subject in the Faculty of Economics and Business at the University of Barcelona. The paper provides new quantitative and qualitative evidence on the issue, and, unlike other studies, takes a long-term perspective to enrich the analysis of assessment methods and academic achievement.
Anglès
Avaluació educativa; Avaluació contínua; Rendiment acadèmic; Aprenentatge; Educational evaluation; Continuous evaluation; Academic achievement; Learning
Elsevier
Reproducció del document publicat a: http://dx.doi.org/10.1016/j.sbspro.2015.07.026
Procedia - Social and Behavioral Sciences, 2015, vol. 196, num. July, p. 149-157
http://dx.doi.org/10.1016/j.sbspro.2015.07.026
cc-by-nc-nd (c) Elsevier, 2015
http://creativecommons.org/licenses/by-nc-nd/3.0/es
