¿Cómo rendimos en pandemia?: la influencia de la naturaleza del contenido y los pactos de colaboración en la evaluación en línea en una universidad chilena

The emergence of COVID-19 forced the change towards virtual education at all levels and implied a great challenge for traditional teaching and evaluation methodologies. This article statistically analyzes the performance of students at a Chilean public university before, during, and after confinement in theoretical-conceptual and logical-procedural subjects, specifically those taught between 2019 and 2022. Results show that, in online evaluations, students obtained higher grades and lower error and omission rates than in traditional evaluations; the logical-procedural subject obtained the lowest grades in both formats. It is argued that plagiarism or peer collaboration pacts are no guarantee of better performance, since their effectiveness is conditioned by the nature of the content, the characteristics of the evaluation instrument, and the quality of the knowledge distributed within the group.