How does the assessment system influence in the perception of students?

Abstract

This study, conducted at the Faculty of Humanities and Education of Burgos, analyzes the perceptions of university students about factors involved in the evaluation system received, depending on whether it was traditional or training. It affects factors related to the responsibility exercised throughout the process, uncertainty and insecurity and the difficulty of passing the subject. The sample is 443 participants from 5 subjects. Focus groups belong to 3 grades: Primary, Childhood and Occupational Therapy. These are divided into two groups, A and B (one per teacher), having been given the peculiarity of each of them with an assessment or traditional system. The working methodology was quantitative, using both a descriptive (means and standard deviation factors) and inferential analysis (contingency tables and ?2, Pearson correlations and ANOVAs). It is observed how the students who participated in formative assessment processes perceived greater responsibility throughout the process, being the uncertainty greatest at the beginning of the course. Similarly, the difficult to pass the subject relates, in each of the groups, with students who have failed more subjects throughout their studies. However, the degree of class attendance or credits that matter has no effect on the perception of difficulty.