Resumen

HOLMOS-FLORES, Erlinda; ATENCIO-GONZALES, Rously Eedyah; ESPINOZA-MORENO, Tula Margarita  y  ABARCA-ARIAS, Yessika Madelaine. Alternative assessment and traditional assessment in the context of university education. Koinonía [online]. 2023, vol.8, n.16, pp.220-237.  Epub 16-Ago-2023. ISSN 2542-3088.  https://doi.org/10.35381/r.k.v8i16.2546.

In the current study, the effectiveness of alternative assessment compared to traditional assessment in the context of university education was investigated. Traditional assessment, which relies primarily on written examinations, has been widely used for decades. However, in recent years there has been a growing interest in alternative assessment approaches, which seek to measure student learning in a more holistic and inclusive manner. To this end, we worked with a group of 40 undergraduate students divided into two cohorts: one subjected to traditional assessment through written exams and standardized tests and the other to alternative assessment through projects, presentations, discussions and peer evaluations. Student interviews and surveys were also conducted. The results suggest that the alternative assessment has a positive impact on students' academic performance, as well as on their motivation and commitment to learning.

Palabras clave : Traditional assessment; authentic assessment; university context; academic performance.

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