Fig. 4

Zone composition for two different hypothetical scenarios. Scenario 2 (P) assumes the students were evaluated only with p-Tests, and Scenario 3 (V) only with v-Tests. Each zone determines if a student, fails (\(Z_1\)), requires an additional exam (\(Z_2\)) or passes the course (\(Z_3\)). The sub-zones 1, 2, or 3 are related to the group composition of each zone. The number of students, denoted as \(n_P\) or \(n_V\), in a specific zone is presented inside boxes. The variation (shown in circles) \(\Delta n = n_V - n_P\), measures the number of students who have moved from a zone i and group j in (P), \(Z_{ij}^{P}\), to another zone and group during the virtual scenario (V), \(Z_{ij}^{V}\). Before the additional exam, at least a 21.1% (14 students from \(Z_{11}^{P}\) and 9 students from \(Z_{22}^{P}\)) of the students maybe passing irregularly the course. On the other hand, at least 5.5% of students (4 from \(Z_{33}^{P}\) and 2 from \(Z_{22}^{P}\)) could be failing the course despite their actual capabilities. After the exam, these percentages increased to 25.47% (66.67% belongs to \(G_1\)) and to 11.92% (84.62% are \(G_3\)-students), respectively