Abstract:

The European Higher Education Area (EHEA) has made an important change in educational methodology in 48 countries, including the Spanish University. The heart of the system is the evaluation as a tool to improve student learning and to encourage competition in education, thereby “tuning” the European Convergence of higher education. Usually, the implementation of educational innovation methods, generates resistance, both from learners as well as teachers due to the fact that it generates some degree of uncertainty.

Aims:
1.) To measure and compare the assessment by students of two forms of evaluation: a traditional final examination, and a system of continuous evaluation consisting of five innovations in university teaching: proofs of theory, proofs of practices, oral exhibitions, resolution of questionnaires and problem-based learning (PBL).
2.) To compare and analyse the academic results obtained with both systems of evaluation.

Mehods:
Our work includes 322 students enrolled in Human Anatomy subjects of 3 undergraduate degrees of Health Sciences at the University of Alicante (Nursing, Human Nutrition and Dietetics and Physical Activity and Sports Sciences). By studying student's responses to a questionnaire, we can determine how students value both methods. We also analyse the relationship between the degree of acceptance of the new educational experiences and student’s academic performance.

Results:
We found that 90% of the learners prefer the system of continuous evaluation. 72% of them consider that continuous evaluation helps them in their learning, assimilating knowledge more effectively. However, they consider a large increase in their workload. Regarding academic performance, 75% of the learners pass subjects with continuous evaluation, and 85% pass with final examinations. This shows effective learning and achievement of competency throughout the course through continuous evaluation. With regard to the relationship between learners and teachers, 62% of students consider that continuous evaluation allows more natural communication with teachers, leading to a better outcome in learning activities.

Conclusion:
Our study demonstrates the benefits of the continuous evaluation system for the majority of learners, reflected in good academic results. We also found that new forms of evaluative provoke resistance to the change in a small percentage of students. Continuous evaluation is an important part of a dynamic process of education-learning, requiring the development of skills and abilities by learners and teachers

Keywords:

Continuous evaluation, final exam, European Higher Education Area, university teaching, educational innovation.