The Impact of Continuous Assessments on the Final Marks
of Computer Science Modules at the University of Mauritius
Abstract
The aim of this paper was to study the impact of continuous assessments on the final
marks of Computer Science modules at the University of Mauritius and the correlation
between continuous assessments’ marks and examinations’ marks. To this effect, a
sample of 14 modules with varying class sizes was considered. The scores of 727
students were analysed in this study. To our knowledge, this is the first study which
studies the impact of continuous assessments on the final marks of computer-related
subjects at tertiary level. Our research concluded on several interesting points. For
most of the modules, it was found that there is a strong correlation between the
coursework marks and the final examination marks. There were only three cases where
the correlation coefficient was less than 40%. There was only one module in which
students had worked better in the examination that in their coursework. There is also
some evidence that the average CA scores for part-time students were generally higher
than for full-time students. The mean correlation value for all the 727 scores was found
to be 0.48 and the mean gain of CA over exam marks was 13%. A high correlation
coefficient proves that educators have well set their assessment criteria and students
are being given proper feedback about their performance. This also prevents under or
over-inflation of students’ capabilities. This study will also help educators to decide on
the best weightings to be used for CA and exams.
Keywords: continuous assessment, examinations, computer science, education.