Análise dos resultados obtidos nos procesos de avaliación da materia de Fisioloxía Humana durante a COVID-19

Abstract

[Resumo] Neste traballo presentamos unha análise dos resultados obtidos nos exames finais da materia de Fisioloxía Humana durante a COVID-19, materia impartida no grao de podoloxía da UDC. Estes resultados comparáronse cos obtidos en cursos anteriores en exames levados a cabo de xeito presencial. En todos os casos os resultados proceden de exames tipo test de resposta única. Para levar a cabo esta análise tivéronse en conta os cursos académicos 2017/2018 e 2018/2019, no que analizamos os resultados de 165 exames realizados de xeito presencial e comparámolos cos resultados de 46 exames realizados virtualmente no curso académico 2019/2020. Non se observaron diferencias na cualificación media obtida en ambas modalidades de exames. Non obstante, nos exames virtuais diminúe lixeiramente a porcentaxe de alumnos non presentados e a porcentaxe de suspensos e tres veces máis baixa, sen embargo, tamén diminúe o número de estudantes que obteñen sobresaínte. En base a estes resultados podemos concluír que os exames tipo test virtuais aumentan o número de estudantes que supera a materia, pero non así a nota global da mesma.

[Abstract] In this work we present an analysis of the results obtained in the final exams of the Human Physiology subject during COVID-19, a subject taught in the podiatry degree at the UDC. These results were compared with those obtained in previous academic years in exams carried out face-to-face. In all cases, the results come from single-response multiple-choice tests. To carry out this analysis, the academic years 2017/2018 and 2018/2019 were taken into account, in which we analysed the results of 165 exams taken face-to-face and compared them with the results of 46 exams conducted online in the academic year 2019/2020. No differences were observed in the average qualification obtained in both exam modalities. However, in virtual exams the percentage of students not presented decreases slightly and the percentage of failures is three times lower, however, the number of students who obtain high marks also decreases. Based on these results, we can conclude that online exams increase the number of students who pass the subject, but not the overall mark.