Self- and Peer-Assessment: Evidence from the Accounting and Finance Discipline

Hassan, Omaima A.G.; Fox, Alison M.; Hannah, Gwen

doi:10.1080/09639284.2014.905259

Cited by 14 publications

(4 citation statements)

References 37 publications

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“…Interestingly, an important theme that was identified in the negative comments is that students felt that they may not accurately assess themselves, as they may be subjective during the SA process; this is consistent with existing literature (Hassan et al , 2014, p. 234). Analysis of these qualitative comments revealed that some students felt that while the SA process is beneficial, they are too critical of their own work; for example, Participant 123 noted, “I feel that it is helpful but because I am very hard on myself I make myself more negative and overwork myself on the critique that the end result are more negative than positive”.…”

Section: Resultssupporting

confidence: 81%

“…Existing SA and PA literature is extensive and encompasses many disciplines (Carvalho, 2013; Dijks et al , 2018; Hassan et al , 2014, p. 226; Hill, 2016; Patton, 2012; Schmulian and Coetzee, 2019; Seifert and Feliks, 2019; Sridharan et al , 2018; Wen and Tsai, 2006; Yu, 2020). Yet, few SA and/or PA studies focus on accounting education, and these studies vary in scope (either SA or PA), purpose (to examine the accuracy, the reliability and/or the validity of the assessment) and the student task (presentations, assignments, quizzes or tests).…”

Section: Introductionmentioning

confidence: 99%

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Perceptions of online self- and peer-assessment: accounting students in a large undergraduate cohort

Pidduck

Bauer

2021

JARHE

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PurposeSelf-assessment (SA) and peer-assessment (PA) are considered useful tools in the development of lifelong learning and reflective skills. The authors implemented a teaching intervention using SA and PA amongst a large cohort of final year undergraduate students. The purpose of this study was to investigate students' perceptions of online SA and PA in order to understand the differences between these perceptions and to allow instructors to adopt differentiated instruction in developing a diverse student group's professional skills.Design/methodology/approachThe research design adopted a mixed methods approach through the use of surveys that were administered before and after the SA and peer-assessment intervention in a taxation module taught at a large public South African university. Through the use of a series of open and closed questions students' perceptions on SA and peer-assessment were analysed both quantitatively and qualitatively.FindingsThe findings show that student perceptions of SA and peer-assessment differed significantly, where perceptions of SA were more positive than those towards PA. The findings indicate that SA and peer-assessment still present a challenge in an online context for large student cohorts, despite improved tracking, faster feedback and anonymity.Originality/valueThe study contributes to the literature by analysing students' perceptions about SA and peer-assessment in an accounting education context and in an online setting in South Africa.

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Section: Resultssupporting

confidence: 81%

Section: Introductionmentioning

confidence: 99%

Perceptions of online self- and peer-assessment: accounting students in a large undergraduate cohort

Pidduck

Bauer

2021

JARHE

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“…Although Topping () and Cho et al () indicated that peer assessment provides adequate reliability and validity in higher education, the validity of peer assessment remains inconclusive. Several studies reported that the ratings provided by peers were highly correlated with those marked by teachers (e.g., Falchikov & Goldfinch, ; Harris, ; Tsai & Liang, ; Tseng & Tsai, ), whereas inconsistent scoring between peers and teachers has also been reported (e.g., Hassan et al, ; Hovardas et al, ).…”

Section: Introductionmentioning

confidence: 99%

Variability in students' evaluating processes in peer assessment with calibrated peer review

Russell

Horne

Ward

et al. 2017

Computer Assisted Learning

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This study investigated students' evaluating process and their perceptions of peer assessment when they engaged in peer assessment using Calibrated Peer Review. Calibrated Peer Review is a web-based application that facilitates peer assessment of writing. One hundred and thirtytwo students in an introductory environmental science course participated in the study. Two self-reported surveys and a focus group interview were administered during the semester. The peer assessment data and demographic information were collected at the end of the semester. Although the study results support the agreement between peers and an expert, the variations in a group and individual level were found, in particular, when students evaluated mid-quality or low-quality writings regardless of their reviewing ability. Students tended to perceive that the process of evaluating peers' and own writings was helpful in their learning. Further, students' positive perceptions of peer assessment were associated with their understanding of the values of peer assessment tasks and their perceptions of achieving the course goal. We concluded that instructors should provide specific guidelines for how to decide a rating, use actual students' essays instead of instructor-developed samples to train students and require written explanation for rubric questions to reduce variation in students' ratings and promote learning. KeywordsCalibrated Peer Review (CPR), computer-assisted peer review, peer assessment.

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“…The highest figure of UZ in both items, i.e. improved teamwork abilities and having learnt from others, might be related to the abovementioned smaller class size, which encourages, on the one hand, a more personalized instructorstudent relationship and on the other hand, more interactions and strong relationships among students (Hassan, Fox & Hannah, 2014;Voynova, 2017). Finally, students consider that they played a leading role when they had been working in groups.…”

Section: Independent Variables Skills (Sk)mentioning

confidence: 96%

The effect of previous experience with working in groups on students’ academic performance in the accounting discipline

Martínez‐Romero¹,

Cruz²,

García³

et al. 2021

Rev. contab.

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Este trabajo analiza la aplicación de técnicas de aprendizaje cooperativo en asignaturas de contabilidad para investigar si la disposición de los estudiantes a trabajar en grupo, a partir de sus percepciones sobre esta técnica de aprendizaje derivadas de experiencias previas de trabajo en grupo, están relacionadas con su rendimiento académico. Los resultados revelan que las percepciones de los estudiantes respecto a la mejora de sus habilidades por haber trabajado en grupo se relacionan positiva y significativamente con su rendimiento académico; mientras que las percepciones de los estudiantes respecto a haber aprendido de otros se relacionan negativa y significativamente con su rendimiento académico. Por lo tanto, este estudio amplía la literatura existente sobre el aprendizaje cooperativo y el rendimiento académico de los estudiantes, al considerar las actitudes de los estudiantes hacia el trabajo en grupo resultantes de sus experiencias previas. This paper analyses the implementation of cooperative learning techniques in accounting subjects to investigate whether students’ willingness to work in groups, based on their perceptions regarding this learning technique arising from previous group working experiences, are related to their academic performance. The findings reveal that students’ perceptions regarding their improved skills due to having worked in groups are positively and significantly related to their academic performance; meanwhile students’ perceptions of having learnt from others are negatively and significantly related to their academic performance. Therefore, this study extends the existing literature on cooperative learning and students’ academic performance by considering students’ attitudes toward working in groups resulting from their prior experiences.

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Self- and Peer-Assessment: Evidence from the Accounting and Finance Discipline

Cited by 14 publications

References 37 publications

Perceptions of online self- and peer-assessment: accounting students in a large undergraduate cohort

Perceptions of online self- and peer-assessment: accounting students in a large undergraduate cohort

Variability in students' evaluating processes in peer assessment with calibrated peer review

The effect of previous experience with working in groups on students’ academic performance in the accounting discipline

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