Continuous assessment in a large group of psychology undergraduates

M. Clariana, C. Gotzens, M. Badia

Research output: Contribution to journalArticleResearchpeer-review

8 Citations (Scopus)


Introduction: A continuous classroom assessment method was applied to a higher education course aimed at a large group of educational psychology students at the Universitat Autònoma de Barcelona. Following the Bologna directions and the constructivist model, both declarative and procedural knowledge was taught in the module, and the students were participating in both oral and written activities, individually or in a group, which were at the same time, teaching, learning and assessment activities. Method: The 91 undergraduates of the module were asked to freely answer an anonymous survey at the end of the course. The questions were aimed at providing us with information about the satisfaction level of the students when doing the assessment activities, and about their tendency to procrastinate in our course and in another one with only a final exam as assessment method. Results: Qualitative and quantitative findings suggest that this sort of teaching and assessment system incorporates many advantages as the students enthusiastically welcomed the opportunity to gain so much theoretical and procedural knowledge at the university, and they stated that this methodology was highly motivating, useful for their learning and that it had help them to curb their procrastination. Discussion and Conclusion: The results confirm the adequacy of teaching declarative and procedural curricular content at the university and the satisfactoriness of assessing its learning by applying a continuous method. Moreover, the study shows that the students are glad to participate in experiences like this; they get more involved with the course content and enjoy learning this way. © Education & Psychology I+D+i and Editorial EOS (Spain).
Original languageEnglish
Pages (from-to)95-112
JournalElectronic Journal of Research in Educational Psychology
Issue number1
Publication statusPublished - 20 May 2011


  • Academic procrastination
  • Case study
  • Continuous assessment
  • Declarative content
  • Procedural content


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