The COVID-19 pandemic has become both a challenge and an opportunity to implement certain changes in the world of education. One of the most important differences has been online evaluation, which had, until now, been marginal in most prestigious universities. This study compared the academic achievement of the last cohort that performed classroom assessment and the first group that was graded for an official degree using synchronous online evaluation. Other variables measured were the self-assessment of students in this second group, in order to understand how it affected their perception of the process using three different indicators: stress, difficulty, and fairness. Nine hundred and nineteen students participated in the study. The results indicate that online assessment resulted in grades that were 10% higher while enjoying the same degree of validity and reliability. In addition, stress and difficulty levels were also in line with the on-site experience, as was the perception that the results were fair. The results allow us to conclude that online evaluation, when proctored, provides the same guarantees as desktop exams, with the added bonus of certain advantages which strongly support their continued use, especially in degrees with many students who may come from many different locations.

The outbreak of the global pandemic derived from COVID-19 in early 2020 has represented a huge loss of social contact for most young people. The extent of these effects is still unknown, so it is necessary to ask what the effect of this new, unforeseen, and prolonged situation on the management of emotional intelligence in university students is. This study aims to compare the academic performance, test anxiety (before and during the online exams), and emotional intelligence of 91 students in a university Master’s degree program after the outbreak of the COVID-19 pandemic. The emotional intelligence was measured by the TMMS-24, the academic performance was compiled in common subjects, and test anxiety was measured by self-assessment just after finishing each online exam. The comparisons between the variables were made through means difference contrasts using Mann–Whitney U, Kruskal–Wallis, and One-way ANOVA and Spearman’s rank correlation coefficient as a non-parametric test for correlational analysis. The results show that the COVID-19 pandemic has not modified how these three variables are related, so it can be concluded that the prolonged social isolation suffered by young people has not had negative repercussions on their emotional intelligence, anxiety before exams, and academic performance.

Introduction: The aim of this study is to explore variables relating to teacher–student relationships, and their association with the detection of child maltreatment in secondary schools (12–18 age range), given that child and adolescent abuse is under revealed and underreported, and teachers play an important role in identifying and detecting it. Method: 662 teachers from secondary schools from different autonomous communities in Spain answered a self-administrated questionnaire. Results: This study revealed that while theoretical knowledge of the issue goes hand-in-hand with a higher self-reported ability to recognize cases among students, the same does not hold true of the teachers’ real detection capacity. Nonetheless, a relationship of trust with students and addressing child maltreatment in the classroom contributes to a better real detection capacity by teachers, relating this information to the possible existence of a teacher–student alliance. Discussion: We propose a trust-constructed relationship between both agents, named the teacher–student alliance. Prospective: These results point to the need for further research into the association and characteristics of teacher–student alliances on the identification in schools of cases of child maltreatment.