Accounting students’ experiences of peer assessment: A tool to develop lifelong learning

Malan, Marelize; Stegmann, Nerine

doi:10.1080/10291954.2018.1487503

Cited by 24 publications

(11 citation statements)

References 49 publications

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“…It is simply a large number of procedures and tasks within the area of learners-centered and collaborative education". Mixed-method research has also reported that peer assessment stimulated collaborative learning, which impacted the students' lifelong learning skills for their future academic development (Malan and Stegmann, 2018).…”

Section: What Are the Benefits Of Using Peer Assessment In A Speakingmentioning

confidence: 99%

“…Previous researches have predominantly scrutinized peer assessment from students' perspectives in terms of their views, attitudes, and perceptions towards its implementation. Students have been perceived to provide positive responses to the utilization of peer assessment due to its potential effectiveness and benefits offered in it (White, 2009;Siow, 2015;Buana, 2016;Malan and Stegmann, 2018). Furthermore, in some other studies, students have been observed to reveal positive attitudes and active involvement in online peer assessment as they significantly benefited from its process (Zou et al, 2017;Seifert and Feliks, 2018;Yang, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Indonesian Novice EFL Teachers' Perceptions of the Use of Peer Assessment in Speaking Class

Wulandari

Purwati

Setiawan

et al. 2021

JET

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There is convincing evidence of the potential advantages of peer assessment; however, earlier studies on peer assessment in the learning process have largely focused on students’ views on it. Although much can be inferred from the students’ views about peer assessment in the learning process, there is a limited empirical study on the practical use of peer assessment by teachers and their responses. This study attempts to offer salient information for educational institutions, especially on the importance of peer assessment as a part of their instructional design for novice EFL teachers. This qualitative study aims to investigate Indonesian novice EFL teachers’ perceptions of the use of peer assessment in a speaking class as well as its’ benefits and challenges. The data was obtained from six Indonesian novice EFL teachers through a semi-structured interview. Findings revealed the two groups of teachers’ different perceptions, benefits, and challenges of peer assessment which were affected by their understanding of peer assessment and undergraduate study experiences. Hence, educational institutions for pre-service EFL teachers should take peer assessment into account to be integrated into their instructional designs to enable them to experience and perceive peer assessment as a valuable alternative way of language assessment.

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Section: What Are the Benefits Of Using Peer Assessment In A Speakingmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Indonesian Novice EFL Teachers' Perceptions of the Use of Peer Assessment in Speaking Class

Wulandari

Purwati

Setiawan

et al. 2021

JET

View full text Add to dashboard Cite

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“…In SA, SAICA has initiated its CA 2025 project aimed at improving the relevance and quality of professional accounting education. Challenges in the education and training of professional accountants that have recently been explored in SA include challenges for curriculum design (Lubbe, 2017), assessment to stimulate collaborative learning (Malan and Stegmann, 2018) and the impact of the external shock to the learning system in the form of the country's 2015 and 2016 "RhodesMustFall" and "FeesMustFall" student protests on the performance of financially disadvantaged students (Papageorgiou and Callaghan, 2020).…”

Section: Comparison With Other Accounting Education Systemsmentioning

confidence: 99%

Towards a global model of accounting education – a South African case study

Lubbe

2020

JAEE

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PurposeThe purpose of this paper is to provide a contextual analysis of the professional accounting education system of South Africa (SA).Design/methodology/approachThe paper uses the Global Model of Accounting Education (Watty et al., 2012) to describe the accounting education system of SA, which is then compared with similar case studies of Australia, Japan and Sri Lanka. Information about the SA accounting education system is contextualised from multiple sources, using data triangulation.FindingsSeveral similarities between the SA accounting education system and that of Australia are found, such as the role and involvement of the professional bodies in the accreditation processes, with less similarities with that of Japan and Sri Lanka. The comparisons illuminate the economic development of each country and the level of involvement in the education programmes by the profession. Specific challenges in SA include the entrance hurdles to higher education and emphasis on an accounting degree.Practical implicationsThe application of the Global Model of Accounting Education helps to identify the similarities in the global accounting arena and illuminates the uniqueness of the SA accounting education system. This study illustrates the establishment of an accounting education system that aligns with the International Education Standards (IESs).Originality/valueThe study contributes to the discussions around challenges in accounting education, specifically those associated with accreditation and a strong controlling relationship between academe and the profession.

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“…By linking the content to real-life problems and scenarios and even at times, participating in the discussions will further model the behaviour for students (Fredricks, 2011). It cannot be assumed that all students instinctively know how to be engaged and self-regulated learners; this needs to be developed in students through deliberate planning of the module (Malan & Stegmann, 2018). Even sending regular emails or making announcements is a very important engagement strategy.…”

Section: Engagement Strategiesmentioning

confidence: 99%

The Role of Existing Regulation and Discretion in Harmonising Non-Financial Disclosure

Aureli

Magnaghi

Salvatori

2019

Accounting in Europe

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Student engagement is crucial for learning, especially in online learning. For a student to be a successful online learner, they need to engage socially and collaboratively through their behaviours, emotions and cognition. This paper discusses an accounting module of a fully online degree where engagement was purposely integrated using an engagement framework. An action research design was followed to determine the degree of engagement within the module and to improve on it. The findings indicated that incorporating five forms of engagement into the module was positively received by students and resulted in more students successfully completing the module. Student reflections showed that the module was cognitively engaging, that personal preference will guide social engagement and that working collaboratively will always be a challenge. Where, due to COVID-19, entire programmes need to convert to online learning, the findings of this study, could be implemented to ensure the continued engagement of students.

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Accounting students’ experiences of peer assessment: A tool to develop lifelong learning

Cited by 24 publications

References 49 publications

Indonesian Novice EFL Teachers' Perceptions of the Use of Peer Assessment in Speaking Class

Indonesian Novice EFL Teachers' Perceptions of the Use of Peer Assessment in Speaking Class

Towards a global model of accounting education – a South African case study

The Role of Existing Regulation and Discretion in Harmonising Non-Financial Disclosure

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