Effects of continuous assessment on the academic performance of Future Teachers

Abstract

The aim of this study was to investigate the influence that the system of assessment used has on academic performance, taking into account the implementation of an activity based on social networks (Twitter), and the weight of students' perceptions with regard to the improvement of interpersonal relationships and academic progress. The study sample consisted of 519 students studying for a Master's degree in Secondary Education Teacher Training at the National University of Distance Education, Spain (Universidad Nacional de Educación a Distancia): 332 pursued Option A (continuous assessment of task-based learning) and 187 Option B (evaluation of learning based mainly on examination performance). There were significant differences between the students of Option A and those of Option B. In addition, the students that engaged in the Twitter activity performed better in the exam and in the CAT [Continuous Assessment Test] compared with the students of Option B. It was concluded that a task-based system of continuous assessment and participation in activity on social networks helped to improve academic performance.