Large-scale diagnostic assessment in first-year university students: pre- and transpandemic comparison

Abstract COVID-19 has disrupted higher education globally, and there is scarce information about the “learning loss” in university students throughout this crisis. The goal of study was to compare scores a large-scale knowledge diagnostic exam applied admitted university, before during pandemic. Research design quasi-experimental with static group comparisons, taking advantage pandemic “natural experiment,” assess National Autonomous University Mexico. Four student cohorts were analyzed: 2017 2018 (prepandemic, paper-and-pencil exams), 2020 2021 (transpandemic, online exams). same instruments each pair (2017–2021; 2018–2020) decrease instrumentation threat. Propensity score matching used create balanced comparable groups. 35,584 matched from compared 31,574 2017–2021 cohorts. Reliability point biserial correlation coefficients transpandemic applications. Knowledge 2.3 7.1% assessments, Spanish 2018–2020 comparison 1.3% lower, English results lower than 2017. Before pandemic, 3.1% test performance men; gap decreased 0.34% There no documented learning loss large population, an increase Some influence due testing modality cannot be ruled out. Longitudinal follow-up required continue evaluating impact learning.