Relación entre la calificación de actividades individuales y colaborativas en un sistema de evaluación continuada en estudiantes de ciencias de la salud

Resumen

Adapting curricula to the High Education European Space (HEES) has diversified student activities that are included inthe schedules of courses and the rules of group size. This means that assessment of individual and collaborativeactivities undertaken during the course, may question the need for a final exam. During the last three years there hasbeen a continuous assessment in second year of medical students in immunology course by three week examination testin which consultation of books and notes were allowed, evaluation of a booklet of practices (collaborative) , practicalexamination, preparation and presentation of academic work (collaborative TAD) and a final exam with multiple choicequestions and problems. The number of students have benefited from the continuous assessment system has been 61(88%) during 08-09, 85 (99%) during 09-10 and 107 (94%) during 10 - 11. We proceeded to compare the ratings in eachof these activities through the correlation coefficient. The analysis shows that although the scores on the activitiesundertaken during the continuous assessment (test papers, laboratory and TAD) correlated well with scores on a finalexam, there is a group of students where such correlation can not be appreciated. This makes that final exams still playsan important role in the evaluation of students. The correlation with the final exam grade to the evaluation ofcollaborative activities significantly improved upon assessment introduction of individual achievement of these trainingactivities. The three-weeks test are the evaluative activity that best correlates with the final exam marks. Allows quickidentification of students with learning difficulties and their results are improved when problem-solving activities werescheduled