Analysis of assessment opportunities of learning spaces: On-line versus face to face methodologies

• New assessment activities have been introduced in higher education with ICTs.
• Moreover, assessment activities should evaluate student learning progression.
• This paper evaluates assessment activities by means of information theory measures.
• Results indicate that methodologies based on ICTs entails a better learning process.
• Continuous assessment activities based on ICTs involves better grades in final exam.

In the last decade, new methodologies have been introduced in higher education, based on Information and Communication Technologies (ICTs), with the aim of promoting a new teaching based on learning. Moreover, the new standards under the European Higher Education Area, show the relevance of using the concept of competences as a basis for learning outcomes. In order to measure and evaluate the students’ learning outcomes, assessment methods become a key tool in teaching and learning systems.In this context, several forms of assessment have been introduced in higher education where ICTS have changed the traditional assessment. Therefore, a key concept is to detect the implications of the different teaching methodologies (face to face and on-line) and assessment activities in the learning process of students.This paper develops a methodology, based on information theory measures, that allows us to determine which assessment activity involves a better discrimination of students’ levels of acquired competences in a subject of Business Administration and Management degree. The results show that continuous assessment methodology, based on ICTs, have a positive impact in the learning process and in the obtained grades in the final exam.