Students' approaches to assessment in accounting education: The unique student perspective

Students' approaches to assessment in accounting education: The unique student perspective

• Watty, Kim University of Melbourne, Australia
• Jackson, Margaret RMIT University, Australia
• Yu, Xin University of Melbourne, Australia

Accounting Education, 19(3), 219-234, 2010

Routledge

2010

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GE Social Sciences, Business & Law
• L Educational Measurement & Evaluation
  • LC Academic Achievement Tests

Accounting -- Study & Teaching Educational Tests & Measurements Educational Evaluation Outcome Assessment (Education) Student Evaluation, Non-Graded Competency-Based Education Competency-Based Educational Tests Performance Evaluation Gap Analysis (Planning) Gap Years Accounting Education Assessment Communication Skills Intercultural Classroom Student Approaches To Learning (SAL)

• Australia
• Hong Kong
• Singapore

• 1997.7 onwards

• Post-Secondary Education

In accounting education, most Student Approaches to Learning (SAL) research has investigated the relationship between students' performance and their approaches to learning. Relatively limited research has been conducted on how assessment practices influence the quality of students' learning from the students' perspective. This paper seeks to address this gap in the accounting education literature. The research is centred on a large Australian undergraduate accounting degree delivered in Australia, Singapore and Hong Kong. Focus group interviews were conducted with students across the three locations. The research results reveal that: (1) it is the English competency of students that has the most important impact on students' completion of set assessment tasks and thus their approach to learning; (2) it is the way in which assessment is designed and written and the way lecturers convey their expectations about how assessment will be undertaken that is crucial to how students from various countries perform in that assessment; and (3) students' approaches to assessment and their preferred assessment tasks are not homogeneously based on cultural background.
[Copyright of Accounting Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09639280902836939]

• English

Journal Articles

• 09639284

• 10.1080/09639280902836939

https://bibliography.lib.eduhk.hk/bibs/984d43fe

2010-12-24