RT Journal Article
T1 Solving the mystery about the factors conditioning higher education students' assessment: Finland versus Spain
A1 Camacho Miñano, María del Mar
A1 Del Campo Campos, Cristina
A1 Urquía Grande, Elena
A1 Pascual Ezama, David
A1 Akpinar, Murat
A1 Rivero Rodríguez, Carlos
AB Purpose – 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 theirmanner 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.
PB Emerald
SN 0040-0912
YR 2020
FD 2020
LK https://hdl.handle.net/20.500.14352/8121
UL https://hdl.handle.net/20.500.14352/8121
LA eng
NO Ministerio de Economía y Competitividad (MINECO)
DS Docta Complutense
RD 18 jul 2024