Comparative Analysis of Student Assessment during the COVID-19 Crisis

Abstract

During the coronavirus pandemic (summer of 2019/20) classes at the University were held via videoconferencing tool. The lectures were also available to the students in the form of recordings. For a written online colloquium we designed a specific system. The colloquium was solved while teacher simultaneously held a video conference call for guiding students on time limit of each question. The entire colloquium is divided into smaller tests; first test-the closed-type questions were mixed so that the student received his combination of questions. The open-ended questions were divided into separate tests and the students, via video conference call, received instructions when each question was opened. In this way, all students wrote the same questions at the same time, and a certain amount of time was set for each question. The next generation of students (2020/21) was again the pandemic generation. These students, like the previous generation, also got access to recorded lectures, so they could consult the lectures countless times. This generation wrote colloquia on paper in the classroom. This paper compares the results of these two generations of students in written colloquiums and final success in taking courses that include all the elements that are evaluated during the semester.