Use of webcams in summative assessments in higher education: virtual context
DOI:
https://doi.org/10.35362/rie9726360Keywords:
academic performance, digital behavior, Zoom, learning curve, virtual environmentAbstract
Despite not having the digital tools correctly implemented, the Covid-19 pandemic forced higher education processes to adapt to virtuality immediately. One of the most widely utilized methodologies to assess a student’s level of proficiency is the summative assessment. Given the present situation, the main objective of the study was to measure the relationship between the use of webcams and the academic performance of university students in summative assessment. A total of 1518 knowledge test results were collected, where 50.5% of students were allowed to keep the webcam off and the remaining 49.5% were asked to turn it on, in order to take the exam synchronously. In addition, the relationship between different variables such as gender, time, subject studied, year of study, and type of test was analyzed. The primary outcome was that the synchronous utilization of the webcam during the evaluations was associated with a reduction of 5.5% in the average grade achieved in comparison to the scenario without a webcam. Additionally, women exhibited a higher average grade (2%) in both scenarios. A first preliminary conclusion suggests that webcam supervision during synchronic written evaluation may have influenced students’ performance.
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