Solving the mystery about the factors conditioning higher education students' assessment: Finland versus Spain

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dc.contributor.authorCamacho Miñano, María del Mar
dc.contributor.authorDel Campo Campos, Cristina
dc.contributor.authorUrquía Grande, Elena
dc.contributor.authorPascual Ezama, David
dc.contributor.authorAkpinar, Murat
dc.contributor.authorRivero Rodríguez, Carlos
dc.date.accessioned2023-06-17T09:04:53Z
dc.date.available2023-06-17T09:04:53Z
dc.date.issued2020
dc.description.abstractPurpose – The purpose of this paper is twofold: first, to compare the assessment in two subjects of the Business Administration Degree between Finland and Spain and, second, to test whether there are factors such as gender, age, subject, students’ motivation, or preferences that may have an impact on the assessment. Design/methodology/approach – A survey was designed for students enrolled in Statistics and Financial Accounting subjects in the two universities, and multivariate statistical analysis was run. Findings – First, coursework marks are higher than the final examination marks. In both universities and subjects, learning is enhanced by student involvement in coursework activities that are directly related to the learning outcomes. Second, there are differences in assessment by culture, gender, and type of subject. Finnish students are more used to work in teams and apply varied teaching resources than Spanish students. Research limitations/implications – The sample size and the analyses are from two subjects in two universities. More similar studies are needed to generalize the findings. Practical implications – There are several implications for Higher Education. First, university policymakers should design training courses on the good implementation of new assessment processes and criteria in order to align learning objectives and assessment criteria. Second, teachers from different countries should openly discuss their manner of assessment and promote creativity and innovation in their methodologies to assess learning outcomes. Third, students should engage with deeper learning and competence development in subjects. This will contribute to their future employability. Originality/value – Our findings not only question the concept of assessment validity and the compulsory relationship between assessment and learning but also provide suggestions to improve assessment criteria.
dc.description.departmentDepto. de Administración Financiera y Contabilidad
dc.description.facultyFac. de Ciencias Económicas y Empresariales
dc.description.refereedTRUE
dc.description.sponsorshipMinisterio de Economía y Competitividad (MINECO)
dc.description.statuspub
dc.eprint.idhttps://eprints.ucm.es/id/eprint/65496
dc.identifier.doi10.1108/ET-08-2019-0168
dc.identifier.issn0040-0912
dc.identifier.officialurlhttps://doi.org/10.1108/ET-08-2019-0168
dc.identifier.urihttps://hdl.handle.net/20.500.14352/8121
dc.issue.number6
dc.journal.titleEducation and Training
dc.language.isoeng
dc.page.final630
dc.page.initial617
dc.publisherEmerald
dc.relation.projectIDFFI2013-41235-R
dc.rights.accessRightsopen access
dc.subject.keywordAssessment
dc.subject.keywordEHEA
dc.subject.keywordCoursework
dc.subject.keywordFinal examination
dc.subject.keywordActive learning.
dc.subject.ucmAprendizaje
dc.subject.ucmEnseñanza universitaria
dc.subject.unesco6104.03 Leyes del Aprendizaje
dc.subject.unesco5801.08 Enseñanza Programada
dc.titleSolving the mystery about the factors conditioning higher education students' assessment: Finland versus Spain
dc.typejournal article
dc.volume.number62
dspace.entity.typePublication
relation.isAuthorOfPublication6c714f02-4316-4960-ac6a-4cbbf3e7f233
relation.isAuthorOfPublicationeb3f8682-46ad-4402-9b16-7aa47542424c
relation.isAuthorOfPublication57155156-5c76-4da2-9777-5ab79884445c
relation.isAuthorOfPublication.latestForDiscoveryeb3f8682-46ad-4402-9b16-7aa47542424c
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