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Analysis of institutional authors

López De Vergara, Jorge E.AuthorOlmos, RicardoAuthor

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Reliability score evaluation of continuous assessment tests: A longitudinal study

Publicated to:INTERNATIONAL JOURNAL OF ELECTRICAL ENGINEERING EDUCATION. 60 (1): 102-116 - 2023-01-01 60(1), DOI: 10.1177/0020720919879375

Authors: López de Vergara JE; Olmos R

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Abstract

In this paper, a longitudinal study is presented about the score reliability in continuous assessment tests of the subject Network Architecture II, which is taught in the Telecommunication Technologies and Services Engineering degree, offered at Universidad Autonoma de Madrid, Spain. It is important to evaluate if scores in tests are reliable, because it shows if the phenomenon under study is measured with precision and low error, which are necessary conditions for a fair assessment. Thus, an analysis is provided about the scores obtained in the 28 continuous assessment tests taken across seven years. Correlation, corrected correlation and Cronbach's alpha are used as psychometric indicators. Results show that, in general, there is a high correlation in the students' scores among the different assessment tests every year, which let us confirm that they have been correctly set out. Additionally, the results are compared among different years, showing that they are similar in the different cohorts. However, variations have also been observed over the years, with tests with poor correlation. Finally, based on the analysed data, a novel method is proposed to early detect problems in the tests' evaluation before the course ends, by correlating their scores in pairs. A low correlation between two tests in the same year, empirically below 0.2, would imply issues in the evaluation.

Keywords

Corrected correlationCronbach's alphaCronbach’s ?Cronbach’s αInternal consistencyScore correlationTest pair correlation

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal INTERNATIONAL JOURNAL OF ELECTRICAL ENGINEERING EDUCATION, Q3 Agency Scopus (SJR), its regional focus and specialization in Education, give it significant recognition in a specific niche of scientific knowledge at an international level.

Independientemente del impacto esperado determinado por el canal de difusión, es importante destacar el impacto real observado de la propia aportación.

Según las diferentes agencias de indexación, el número de citas acumuladas por esta publicación hasta la fecha 2025-06-08:

  • WoS: 1
  • Scopus: 1

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-06-08:

  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 10 (PlumX).

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

  • The work has been submitted to a journal whose editorial policy allows open Open Access publication.
  • Assignment of a Handle/URN as an identifier within the deposit in the Institutional Repository: https://repositorio.uam.es/handle/10486/711893

Leadership analysis of institutional authors

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (LOPEZ DE VERGARA MENDEZ, JORGE ENRIQUE) and Last Author (OLMOS ALBACETE, RICARDO).