About this paper

Appears in:
Pages: 3973-3977
Publication year: 2018
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.0771

Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain

(RE)THINKING ABOUT ASSESSMENT METHODOLOGIES IN UNIVERSITY: ANALYSING THE RELATION BETWEEN THE NUMBER OF EXAMS IN THE ‘PUBLICITY AND PUBLIC RELATIONS’ SUBJECT AND UNDERGRADUATE MARKS

M. Navarro-Beltrá, M. Pérez-Escolar

Universidad Católica de Murcia (UCAM) (SPAIN)
Assessment is an essential and necessary method in the University teaching-learning process. Exams are specifically one of the most popular tool professors use in assessment process. For this reason, the number of exams undergraduates must face during the development of a subject is a worrying issue that concerns academics and professors. Thus, the aim of the present research is to study the possible relation between the number of exams undergraduates complete and their marks. Therefore, we have analysed the marks of 226 Spanish undergraduates who attended the subject of ‘Publicity and Public Relations’ at the Catholic University of Murcia (UCAM). This subject is teaching in three different Bachelor’s degrees: Journalism, Audio-visual Communication and Publicity and Public Relations.

We have considered to examine the 2015/2016 and 2016/2017 academic years, since we applied different assessment methodologies in each period. During the 2015/2016 academic year, there were two mid-term exams and one yearly exam. In this case, undergraduates must pass the two mid-term exams if they wanted to pass the subject and, just in case they took an incomplete in one or both mid-term exams, they had the opportunity to retake the class in the one yearly exam. This means that yearly exam is an optional test that gave students the chance to repeat the theoretical block they failed.

On the other hand, during the 2016/2017 academic year, there was a mid-term exam and a yearly exam. Both of them were obligatory. The mid-term exam just included one theoretical part of the lessons, so undergraduate must do the one yearly exam, although they passed the previous mid-term exam.

The main results show there are statistically significant differences between the marks of students of the 2015/2016 academic year and the 2016/2017 academic year. When undergraduates had to do the two mid-term exams -that included the whole theory of the subject-, the percentage of students who got a ‘passing grade’ increased, but there were more students who decided to give up the subject. In sum, it is concluded that the number of exams affects the final score of undergraduates in some situations.
@InProceedings{NAVARROBELTRA2018(RE,
author = {Navarro-Beltr{\'{a}}, M. and P{\'{e}}rez-Escolar, M.},
title = {(RE)THINKING ABOUT ASSESSMENT METHODOLOGIES IN UNIVERSITY: ANALYSING THE RELATION BETWEEN THE NUMBER OF EXAMS IN THE ‘PUBLICITY AND PUBLIC RELATIONS’ SUBJECT AND UNDERGRADUATE MARKS},
series = {12th International Technology, Education and Development Conference},
booktitle = {INTED2018 Proceedings},
isbn = {978-84-697-9480-7},
issn = {2340-1079},
doi = {10.21125/inted.2018.0771},
url = {http://dx.doi.org/10.21125/inted.2018.0771},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2018},
year = {2018},
pages = {3973-3977}}
TY - CONF
AU - M. Navarro-Beltrá AU - M. Pérez-Escolar
TI - (RE)THINKING ABOUT ASSESSMENT METHODOLOGIES IN UNIVERSITY: ANALYSING THE RELATION BETWEEN THE NUMBER OF EXAMS IN THE ‘PUBLICITY AND PUBLIC RELATIONS’ SUBJECT AND UNDERGRADUATE MARKS
SN - 978-84-697-9480-7/2340-1079
DO - 10.21125/inted.2018.0771
PY - 2018
Y1 - 5-7 March, 2018
CI - Valencia, Spain
JO - 12th International Technology, Education and Development Conference
JA - INTED2018 Proceedings
SP - 3973
EP - 3977
ER -
M. Navarro-Beltrá, M. Pérez-Escolar (2018) (RE)THINKING ABOUT ASSESSMENT METHODOLOGIES IN UNIVERSITY: ANALYSING THE RELATION BETWEEN THE NUMBER OF EXAMS IN THE ‘PUBLICITY AND PUBLIC RELATIONS’ SUBJECT AND UNDERGRADUATE MARKS, INTED2018 Proceedings, pp. 3973-3977.
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