Evaluative revolution in university education in the age of social networking

Abstract

Evaluation mechanisms are a subject of analysis to strengthen the performance of university students; this study compares two modalities: evaluation through activities on the social network Facebook and assessment through a multiple-choice test. Using a quantitative methodological design with a comparative approach between the two models, grades were collected and entered into the SPSS 26 program as a first step. The study used mean analysis tools such as ANOVA, Levene's test, and Post Hoc (Games-Howell) to measure significant differences between means and variances of the grades of three academic cuts. The target sample consisted of two groups of 44 students from the Unidades Tecnológicas de Santander. The results show that the Facebook evaluation model did not present significant differences between the cuts, which is inferred as homogeneity in the grades. On the other hand, the written evaluation process showed substantial differences between the grades of each cut. As a main finding, it is concluded that the type of evaluation impacts the grades. The dialogic measurement by social networks allows for equity in the assessment of the group, while the written tests generate a differentiation in the students' performance.