Pixel International Conferences

By the 21st century, higher education has evolved into an essential component of the global economy, influenced by economic forces and societal expectations [1]. The increasing student population, coupled with growing diversity, necessitates ongoing innovation as traditional knowledge transfer methods prove inadequate [2][3]. Core challenges include enhancing quality and minimizing attrition [4], demanding continual adaptation to diverse student needs and objectives [5]. Innovative thinking becomes imperative in this context [6]. This empirical study investigates the effectiveness and student acceptance of a novel assessment system implemented in the accounting department of a prominent Central European university of economics. The system allocates 30% of scores through diligence-based regular tests and 70% through end-of-semester exams. Utilizing qualitative research methods, including questionnaire data collection in correspondence courses, the study targets students engaged in online video course materials within the 1st semester of 2023/2024, amassing responses from over 220 participants. Results indicate a favourable shift in student effectiveness (grades and dropout rates) under the new system, with clear student endorsement. Feedback highlights that the test schedule enhances curriculum adherence, offers practice opportunities, facilitates continuous progress, and serves as an exam model, providing ongoing feedback on knowledge levels. This formative assessment approach supplements summative evaluations, contributing to students' developmental growth. Conclusively, the findings endorse the utility of the new assessment system, recommending its continued use with potential for minor adjustments, such as percentage modifications and test reopening for practice purposes. Despite limitations tied to a specific scientific field and institutional context, positive outcomes prompt further educational development and research.

Keywords: formative assessment, student satisfaction, dropout, part-time training, regular assessment

References:

[1] Kezar, A. J. (2014). How colleges change: Understanding, leading, and enacting change. Routledge.

[2] Meyer, J. W., & Schofer, E. (2006). The University in Europe and the World: Twentieth Century Expansion. In G. Krücken, A. Kosmützky, & M. Torka (Szerk.), Towards a Multiversity? (o. 45–62). transcript Verlag. https://doi.org/10.1515/9783839404683-003[3] Hrubos I., & Horváth Á. (2012). Kísérlet a magyarországi felsőoktatási intézmények fő típusainak azonosítására. In Elefántcsonttoronyból világítótorony—A felsőoktatási intézmények misszióinak bővülése, átalakulása (o. 25–71). Aula kiadó.

[4] Csehné Papp, I., & Varga, E. (2018). The novelty and challenges of labour shortage. Acta Carolus Robertus, 8(2), 149–160.

[5] OECD. (2019). OEVD Future of Education and Skills 2030: OECD Learning Compass 2030.

[6] Ramsey, P. L., & Khan, S. (2021). Dilemmas, emotion and innovation in tertiary education. Innovations in Education and Teaching International, 58(3), 250–260. https://doi.org/10.1080/14703297.2020.1733046