The Effect of Continuous Assessment on Student Performance and Participation in an IT Course within a Business Informatics Program
Year: 2026
Type: conference-paper
Study design: Observational Study
Abstract: This study examines the relationship between continuous assessment and student performance in an information technology course within a business informatics program during the fall semester of 2025. The aim of the analysis is to explore the correlations between early assignment performance, activity levels throughout the semester, and subsequent assessment results. The database contains data on weekly assignments, computer-based and paper-based midterms, make-up exams, and final grades. For the analysis, we used descriptive statistics, correlation calculations, group comparison tests, cross-tabulation analysis, and logistic regression. The results indicate that poor early performance is associated with lower subsequent activity, a lower probability of participation, and a lower chance of earning a final grade. In contrast, students with higher activity levels demonstrated better assessment results and a higher rate of earning grades. The results suggest that continuous assessment has a dual pattern: it supports the success of students who actively participate in the system, while at the same time it may be associated with selection-related outcomes among some students who start out with weaker performance.
Author: András Keszthelyi
Institution: Obuda University
Language: English
Subfield: Computer Science Applications
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7204199789