Abstract:

The forced adaptation of traditional education caused by the pandemic has become a problem for educational institutions and for society in general. The required changes have been a challenge for institutions, but also for students, who have had to adapt to new educational models where technology was the basis of the model. Many of the changes that have come about have been established and will remain normal in the future, leaving behind a part of the participants who have not been able to adapt with sufficient flexibility. This study is contextualized in the area of continuous training in finance, a highly regulated environment supervised by entities such as the Spanish National Securities Market Commission (CNMV) and the Bank of Spain. After a couple of months where the evaluation of training was paralyzed due to the pandemic, online evaluation was allowed through technical means of proctoring. In this paper, we analyse the results a total of 1,466 evaluation tests through a proctoring system. We find that, despite the fact that the results show a 71% of passing grades, several problems have been identified as important factors affecting the process. The problems are mainly twofold: first, the technical issues arisen during the evaluation process; second, the lack of technological competence of adult students.

Keywords:

Online evaluation, proctoring, finance, technological competences.