Berlanga Cañete, Félix AntonioVallejo Desviat, M del CarmenBorrego Nadal, José LuisGarcía Prada, Juan Carlos2025-01-272025-01-272023-06-11Berlanga, F.A., Vallejo, M.C., Borrego, J.L., García-Prada, J.C. (2023). Influence of Continuous Assessment Test Methodology on the Learning of Basic Mechanical Physics Knowledge. In: García Prada, J.C., Castejon, C., Pedrero Moya, J.I. (eds) Trends in Educational Activity in the Field of Mechanism and Machine Theory (2018–2022). ISEMMS 2022. Mechanisms and Machine Science, vol 128. Springer, Cham. https://doi.org/10.1007/978-3-031-25730-8_10978-3-031-25729-2978-3-031-25730-8https://doi.org/10.1007/978-3-031-25730-8_10https://hdl.handle.net/20.500.14468/25529Two different methodologies are analysed for the implementation of continuous assessment tests in “Physics I” subject, which is taught for the intro-duction to mechanical physics, taught through the distance learning methodol-ogy. The results of the evaluation using the two methodologies in two different courses are analysed and the opinion of the students and the Mentor-Professors (MP) of the subject is analysed through the realization of surveys. One method-ology (M1) is based on the asynchronous completion of a series of exercises re-lated to the contents of the course. The other (M2) is based on the synchronous completion of online forms in which answers must be given to theoretical and practical questions about the contents of the course. The results show that there is a discordance between the methodology that gives the best results in terms of evaluation (M1) and the one preferred by the MP and students of the subject (M2).eninfo:eu-repo/semantics/openAccess33 Ciencias Tecnológicas::3313 Tecnología e ingeniería mecánicasactas de congresocontinuous assessmentteaching methodologyintroductory mechanics