Abstract:

The irruption of the covid-19 has meant a real revolution in teaching methods and especially in the way of assessing and grading the students. Teachers have been forced to adapt, in record time, the assessment to this new scenario. The adaptation in subjects of statistical content is much more difficult because they are eminently practical. In our particular case, approximately 30% of the evaluation corresponds to the theoretical part and 70% to the practical part. In the practical part, the resolution of problems is evaluated with the help of both a calculator and the statistical software IBM SPSS.

Regarding the part of the exam where students use IBM SPSS, it is important to highlight that they must make use of said software through Myapps. By means of Myapps students can use IBM SPSS on their personal computers, regardless of the operating system they have.

The teachers of the subjects, who were profane in the matter, had to train in online assessment by attending some training courses and watching several related videos.

Pablo de Olavide University informed the teaching staff that the use of online assessment tools authorized by the University was only allowed, which restricted online assessment to the scope of the Blackboard platform. In the online assessment, it is recommended to use different types of tests, so that the final grade faithfully represents the learning results and the acquisition of skills by the students. Specifically, the following types of questions were employed to measure the student performance:
- Matching questions.
- Fill in multiple blanks questions.
- Calculated numeric questions.
- Multiple answer question.
- Multiple choice question.

To avoid carrying out fraudulent acts during the tests, in all the exams the questions, which appeared randomly one by one, did not allow going backwards, so it was impossible to change the answer of a question that had already been sent. In addition, the time was adjusted and once the student had started, they had to complete the assessment at once. In order to minimize the impact of the practice of fraudulent acts, the teachers designed multiple choices for online assessment tests, where questions with rote answers were avoided and more elaborate questions were raised, so that students had to do a job of understanding, reviewing, comparing or evaluation.

This online evaluation experience has been carried out in Statistics subjects in different degrees; however, a comparative statistical study of the impact of online assessment as a consequence of the covid-19 versus the face-to-face assessment system has been carried out in the following five degrees:
- Degree in Labor Relations and Human Resources,
- Degree in Physical Activity and Sports Sciences,
- Degree in Computer Engineering in Information Systems,
- Degree in Environmental Sciences,
- Degree in Sociology.

Finally, the tools of Descriptive Statistics and Statistical Inference have been used to compare the student performance in the academic year 2019-20 against the previous year and this way studying if there are significant differences between obtained marks. Has the Covid-19 situation caused higher notes in the student? Are the number of students presented in both exams similar?

Keywords:

Online Assessment, teaching methods.