Online exams for blended assessment. Study of different application methodologies

• Online exams in blended assessment in proctored and unproctored evaluation and as training task have been analysed.
• Statistical analyses (ANOVA, Passing Bablock, Bland–Altman, ROC) show that results clearly depend on the methodology used.
• No significant differences were observed between offprint and online exams, especially for proctored evaluation.
• Slightly higher marks and larger fluctuations were observed in unproctored environment with respect to the proctored one.
• The online exam tool has been useful for blended complementary assessment with a high discriminatory power in all situations.

In this paper, the use of online exams as part of the evaluation process in the context of blended assessment has been studied. The online exams have been used in three different situations: in an evaluation-proctored exam, in an evaluation-unproctored exam and as a training-homework task. The analysis shows that the students' online mark clearly depends on the way the online exam was performed. It has also been proved that the weight of the online exams in the final mark does not affect the results of the online exams, and that the results obtained in the unproctored environment present a bias towards higher ratings, as well as a greater dispersion of results regarding the case of proctored environment.