Improving student assessment feedback in an introductory accounting course through two-stage collaborative assessment

Kruger, Stephan J.

doi:10.20853/33-6-2939

Cited by 4 publications

(5 citation statements)

References 33 publications

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“…Assessment is defined as a continuous process that occurs before, during and after schooling and can be classified as summative or formative (Kruger, 2019). The summative assessment focuses on judgement, measurement and report of learners' progress, whilst AfL, also known as formative assessment, concerns itself with the diagnostic information used by the teacher to determine the next step to advance learning (Black & Wiliam, 2018;Darong & Niman, 2021).…”

Section: Assessment In Accountingmentioning

confidence: 99%

“…From these responses, it is evident that the AfL practices implemented in the classrooms are practical and seek to develop the learners' knowledge and skills in Accounting. The different responses recognise assessment in Accounting as a continuous process, and the diverse types of tasks provide the learners with an opportunity to practice and improve competency in the subject (Kruger, 2019).…”

Section: Assessment In Accountingmentioning

confidence: 99%

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Exploring Accounting Teachers’ Effective Implementation of Assessment for Learning in the Classroom

Motsoeneng,

Moreeng

2023

RESSAT

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In this empirical paper, we discuss the factors impacting Accounting teachers’ effective implementation of assessment for learning (AfL) in the classroom and the action on the possible solutions in dealing with the impeding factors. AfL is considered a critical requirement for Accounting teachers and, if implemented effectively, improves the quality of learning. However, factors such as deficient subject and pedagogical content knowledge, inadequate assessment literacy and a lack of effective feedback have a significant impact on the effective implementation of AfL. Critical pedagogy framed the study theoretically and interrogated the factors impacting Accounting teachers in implementing AfL in the classroom and created an environment wherein teachers may share best practices relating to the administration of tasks. The qualitative research approach was utilised as a methodology, and Participatory Action Research was used as a research design. Thematic analysis was used to classify, analyse and interpret the data to get in-depth knowledge from the participants, who had to be in possession of a professional teaching qualification in Accounting and actively taught the subject in school for the past five years. The study findings indicate a need to develop and support teachers in implementing AfL to provide opportunities to identify learning gaps and devise scaffolding strategies to assist learners. Accounting teachers were equipped with the knowledge and skills to construct quality AfL tasks to assist the learners in acquiring the necessary expertise, skills and values in the subject.

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Section: Assessment In Accountingmentioning

confidence: 99%

Section: Assessment In Accountingmentioning

confidence: 99%

Exploring Accounting Teachers’ Effective Implementation of Assessment for Learning in the Classroom

Motsoeneng,

Moreeng

2023

RESSAT

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“…There are a few studies in Accounting Education that have investigated the integration of educational technology in assessment to improve learner academic performance. 15 Anyanwu, Govender and Ngwenya studied the integration of technology in Business Education in Nigeria, and their findings exposed a poor investment in technology integration in schools which affected the pedagogical implementation. 16 Similarly, Skhepe and Matashu conducted a study on using technology in an Accounting classroom in South Africa.…”

Section: Literature Reviewmentioning

confidence: 99%

An Analysis Of Teachers’ Perspectives on the Use of Google Classroom to Enhance Assessment for Learning in Accounting

Motsoeneng,

Manzi,

Moreeng

2023

EHASS

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The introduction of educational technology has transformed the assessment practices of Accounting teachers. The advent of technology has created space for Accounting teachers to design meaningful Assessment for Learning (AfL) tasks using technology platforms such as Google Classroom. Google Classroom can be used to create meaningful learning environments that facilitate the development of the necessary 21st-century skills and competencies such as critical thinking, problem-solving, self-management and self-competence. However, nearly a decade after its introduction, Google Classroom is still minimally used in South African schools. This empirical study, therefore, explored the use of Google Classroom to enhance AfL in Accounting. The study used a qualitative research approach and Participatory Action Research as a research design to explore the use of Google Classroom as an AfL technique by Accounting teachers. As with other qualitative studies, focus group discussions were used to generate data from four purposefully selected Accounting teachers. Data was analysed using thematic analysis. The findings revealed that Accounting teachers perceived Google Classroom to be an assessment technique which leads to effective teaching and learning because it provides a platform for learner active participation. Furthermore, the teachers displayed an interest in Google Classroom as a tool to facilitate meaningful teaching and learning, which enabled them to support and strengthen the learning of Accounting. It is recommended that teachers constantly use this platform as it allows learners to be assessed outside the boundaries of a physical classroom. Keywords: Accounting, Assessment for Learning, Educational Technology, Google Classroom, Teaching and Learning, Participatory Action Research.

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“…Another research by (Pitt & Norton, 2017) on using a focus group/cooperative learning to give feedback found that the lifelong learning of future accountants is enhanced. This idea is supported by Kruger (2020), who researched giving feedback to introductory accounting courses and improving student assessments by providing feedback through two-stage collaborative assessment, concluding that feedback offers students the opportunity to become active participants in the process while harvesting the benefits of teamwork while also establishing their mistakes for improvement and future performance. Other ways include a classroom set-up, after formative assessments, and during classroom presentations using ICT (Wong & Yang, 2017).…”

Section: Using the Focus Group Or Classroom Way To Give Feedbackmentioning

confidence: 99%

Exploring accounting lecturers’ use of feedback as a teaching practice: a case of a South African university

Moyo,

Moreeng,

Mosia

2023

IJRBS

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This study examined feedback in South African university first-year accounting classes. Teachers' complex approaches are based on their subject matter and pedagogical competence and their views about learning. Among the many approaches is feedback teaching. Feedback is providing performance-related information during or after class sessions or tasks. Feedback improves teachers and students and restructures knowledge. Accounting education found cognitively determined feedback strategies that promote information retention. Cognitivism underpins this paper. Cognitivism and accounting education share intellectualism, critical thinking, deep learning and information retention, long-term memory, and complicated problem-solving. Accounting feedback improves fundamentals. Cognitivism dominates accounting education. This work used exploratory qualitative research. This study selected three first-year accounting professors from different campuses. Participants' feedback knowledge, practices, and challenges were collected through semi-structured interviews. Participant reactions validated the findings. Thematically evaluated data. The study examined feedback comprehension, implementation techniques, and challenges. Accounting professors use feedback differently, which affects teaching and learning. Participants also listed many challenges to their practice.

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Improving student assessment feedback in an introductory accounting course through two-stage collaborative assessment

Cited by 4 publications

References 33 publications

Exploring Accounting Teachers’ Effective Implementation of Assessment for Learning in the Classroom

Exploring Accounting Teachers’ Effective Implementation of Assessment for Learning in the Classroom

An Analysis Of Teachers’ Perspectives on the Use of Google Classroom to Enhance Assessment for Learning in Accounting

Exploring accounting lecturers’ use of feedback as a teaching practice: a case of a South African university

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