Evaluation activities: behavior in virtual courses

Abstract

Designing evaluation activities for virtual courses has some advantages and disadvantages, but they also represent a challenge for the professor. However, these activities are not always designed following the didactic principles for this type of courses. The objective of this article is to analyze the behavior of the evaluative activities in virtual courses. A quantitative, cross-sectional descriptive analysis was carried out on the 20 virtual courses developed during the Distance Graduate School of the University of Informatics Sciences (UCI) in the period March-April 2025 and which are hosted in the virtual classroom. The types of evaluation activities used and their frequency, the presence or absence of evaluation rubrics for each activity, as well as the inclusion of frequent and final evaluation activities were identified. These results are useful for improving the courses and especially the evaluation activities designed for them.