Classroom assessment and accounting student performance

Students’ Perceptions of Factors Contributing to Performance in Accounting Principle Courses

“…In this regard, assessments did not necessarily need grading in line with Angelo and Cross (1993). In Haugen and Becker (2005), it was revealed that students subjected to frequent classroom assessments had significantly higher grade levels than other counterparts. Similarly, Cottell (1991) implemented several CAT forms in accounting classes that increased students' learning enjoyment and specific task performance.…”

“…Further emphasis on classroom assessments was placed to encourage instructors to become more systematic and sensitive learning observers. Haugen and Becker (2005) reported that quizzes, homework, and short essay questions were often useful learning formats. In this regard, assessments did not necessarily need grading in line with Angelo and Cross (1993).…”

“…According to Cross (1989) and Angelo (1991), CAT involved frequent and small-scale assessments conducted in classrooms to improve teaching effectiveness and students' learning quality. Haugen and Becker (2005) reported that students subjected to frequent classroom assessments had significantly higher-level course grades than other students. The assessment was rarely graded or used anonymous instruments and techniques throughout the semester for on-going teaching and learning micro-assessments.…”

“…Cottell (1991) implemented several CAT forms in accounting classes that increased students' learning enjoyment and academic performances in specific tasks. For example, quizzes, homework, and short essay questions were generally useful in promoting learning (Haugen & Becker, 2005). Angelo and Cross (1993) also emphasised that instructors should aim to provide effective feedback before the midterm or final examinations.…”