Continuous assessment and educational performance: Insights from higher education in economics and business
DOI:
https://doi.org/10.35564/jmbe.2026.0013Keywords:
Continuous assessment, academic performance, economic and business sciences, higher education, Bologna processAbstract
After the consolidation of continuous assessment as a characteristic element of the current university system, the main objective of this article is to analyze the influence of this assessment model on the academic performance of students. In order to meet this objective, a sample of 776 students from seven different subjects related to Economic and Business Sciences from five different study centers belonging to two Spanish universities was used. The main result obtained is that students who have followed the subject through continuous assessment obtain better performance in the subject. Moreover, this superior performance is present among both female and male students. The analysis has suggested the influence of the particular characteristics of the subject, and that the activities corresponding to the continuous evaluation should be adapted. Likewise, it has been verified that the type of assessment selected depends on the student's number of enrollment, but not on the academic year. Thus, by providing empirical evidence, this work contributes to forming a more solid state of the art on the importance of academic assessment.
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