University of Granada (SPAIN)
About this paper:
Appears in: INTED2016 Proceedings
Publication year: 2016
Pages: 6748-6755
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.0592
Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain
At the present, in the field of higher education, the learning of students and the results achieved in it have gained high relevance. Nowadays, it is essential that students achieve a set of learning outcomes in higher education, which will impact positively on learning and improving the quality of university education. Previous research has shown some relationship between student learning and the evaluation system (Holmes, 2015). The evaluation system applied may affect student learning. Traditionally, it has been implementing a system of summative evaluation. However, in recent years, the benefits of formative assessment have been seen. In this sense, it is necessary to undertake studies on the experience of students by incorporating different evaluation methods. Based on this premise, this work aims to analyze and highlight the effects of the application of different systems of evaluation (formative and summative) in the learning process of undergraduate student. The paper presents new evidences in the area of Management Accounting.

The study focuses on students of Degree of Finance and Accounting of the University of Granada, who have studied Management Accounting 1 and 2 in the academic year 2013-14. On the first subject, the system of formative assessment has been applied. In the second, it has been implemented a system of summative evaluation. In each subject, we analyse the following variables: results achieved (grades), student engagement and satisfaction of students with the grade obtained, in terms of the effort. Quantitative analysis reveals differences in these variables, between both subjects.

The quantitative results are complemented by qualitative analysis. This analysis allows to know the views of students on the two assessment systems, the potential for improvements in their learning and the causes that motivate their satisfaction with their marks, based on their effort.

In our view, the quantitative and qualitative results of this work may have practical applications in the development of teaching, improving learning and performance of students and therefore the quality of the higher education system.

[1] Holmes, N. (2015). Student perceptions of their learning and engagement in response to the use of a continuous e-assessment in an undergraduate module, Assessment & Evaluation in Higher Education, 41(1), 1-14.
Assessment, learning, higher education.