Did Home-Based Exams during COVID-19 Affect Student Ranking? A Case from a Business School
Background/purpose – Home-based exams were introduced during COVID-19 with an open-book format and limited control over dishonest student behavior. Such exams were used in lieu of traditional, closed-book school-based exams as a necessity due to the pandemic. This article investigates whether or not...
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| Format: | Article |
| Language: | English |
| Published: |
ÜNİVERSİTEPARK Limited
2022-06-01
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| Series: | Educational Process: International Journal |
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| Online Access: | https://www.edupij.com/files/1/articles/article_256/EDUPIJ_256_article_62ba3cc50c784.pdf |
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| Summary: | Background/purpose – Home-based exams were introduced during COVID-19 with an open-book format and limited control over dishonest student behavior. Such exams were used in lieu of traditional, closed-book school-based exams as a necessity due to the pandemic. This article investigates whether or not students’ grades from home-based assessment exams differed from the grades they achieved in traditional school-based exams.
Materials/methods – Using administrative data from 2017 to 2020 from a business school in Norway, a quantitative approach that compared differences, correlation analysis, and regression models was applied in the study.
Results – By switching from school-based to home-based exams, students’ academic success during their second year of business school showed a smaller association with students’ outcomes from their first year. One interpretation is that skilled students achieved weaker performance in home-based exams.
Conclusion – Home-based exams without any control mechanisms appear to result in different student rankings. This knowledge may be useful for employers looking to hire applicants who graduated during the COVID-19 pandemic |
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| ISSN: | 2147-0901 |