Abstract:

A quality assessment has to be in agreement with the learning experience. Since the ICT’s play an important role in the current higher education degrees, this work introduces a study of the validity and reliability of an assessment system compatible with the continuous assessment.

Using PoliformaT, a Sakai-based platform, lecturers of Physics in the Biotechnology Degree of the Universitat Politècnica of València have change the learning experience and the assessment system. In this regard, this work shows a methodology with which first year students have to review their theoretical knowledge and deepen into concepts that have been explained in class. After this training, students attend to a theoretical exam that is part of the whole assessment of the Physics course.

Usually, the validity of these new approach is based on the satisfaction of students who enjoy a teaching model that offers an active role in their learning process. However, we propose a statistical validation of this teaching system by comparing the results obtained in different types of assessment developed in two academic years, and in addition by analysing several groups of students (the high-performing group (ARA) and the regular group) in the same academic year.

Keywords:

ICTs, Continuous Assessment.