Student Views on Assessment Activities: Perspectives from their Experience on an Undergraduate Programme

Healy, Margaret; McCutcheon, Maeve; Doran, John

doi:10.1080/09639284.2014.949802

Cited by 26 publications

(37 citation statements)

References 26 publications

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“…In contrast to the above, Healy et al (2014) report that students favoured group work least because they perceived a lack of reward for effort and the issue of 'freeriding' students. Ko (2014) agrees that the effectiveness of group work depends on the participants receiving fair rewards for their participation.…”

Section: Group Workcontrasting

confidence: 63%

“…Final exams were shown to be the most valued form of assessment, one of the reasons being that most time is spent on this exam, and therefore most learning takes place then. Healy et al (2014) conclude that, when managed well, traditional assessment methods can promote learning.…”

Section: Assessment Methods In Accounting Educationmentioning

confidence: 89%

“…Similarly, a study by Van der Merwe, McChlery and Visser (2014) confirms that formal tests and exams dominate assessment in accountancy programmes at a South African university. Healy et al (2014) focus on students' perceptions of specific interventions and considers students' views on a variety of activities and the implications of changes in their perceptions of the purpose of assessments. They find that students are positive towards the final exams, in-class tests, case analysis and presentations, while their perception of multiple-choice questions (MCQs), role-play, essays and group work was negative.…”

Section: Assessment Methods In Accounting Educationmentioning

confidence: 99%

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Assessment in accounting education

Rooyen¹

2020

South African Accounting Education Stocktake

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The literature on accounting education does not refer to assessment often enough. According to Curtis (2011), literature reviews on accounting education for the period 1999-2009 only addressed assessment in 48 out of more than 1 100 papers. Research on assessment methods in accounting education tends to focus on aspects such as group assessment, online assessments, peer assessment and the reactions of students to these assessment methods (Healy, McCutcheon & Doran, 2014). There is a clear need for more and broader assessment research in accounting education.

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Section: Group Workcontrasting

confidence: 63%

Section: Assessment Methods In Accounting Educationmentioning

confidence: 89%

Section: Assessment Methods In Accounting Educationmentioning

confidence: 99%

See 1 more Smart Citation

Assessment in accounting education

Rooyen¹

2020

South African Accounting Education Stocktake

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show abstract

“…The aspects of the measured perceptions also differ across research. Some examples are the perceived purpose of assessment (Hirschfeld and Brown 2009), the perceived fairness of assessment tasks (Flores et al 2015), the perceived learning function of assessment in general (Brown and Wang 2013) or the enjoyment of assessment activities (Healy, McCutcheon, and Doran 2014), to name a few.…”

Section: Students' Perceptions Of Frequent Assessmentmentioning

confidence: 99%

Students’ perception of frequent assessments and its relation to motivation and grades in a statistics course: a pilot study

Vaessen

Beemt

Watering

et al. 2016

Assessment & Evaluation in Higher Education

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This pilot study measures university students' perceptions of graded frequent assessments in an obligatory statistics course using a novel questionnaire. Relations between perceptions of frequent assessments, intrinsic motivation and grades were also investigated. A factor analysis of the questionnaire revealed four factors, which were labelled value, formative function, positive effects and negative effects. The results showed that most students valued graded frequent assessments as a study motivator. A modest number of students experienced positive or negative effects from assessments and grades received. Less than half of the students used the results of frequent assessments in their learning process. The perception of negative effects (lower self-confidence and more stress) negatively mediated the relation between grades and intrinsic motivation. It is argued that communication with students regarding the purpose and benefits of frequent assessments could mitigate these negative effects.

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“…To enhance teaching, all components of the system need to be addressed to be successful (Biggs 1996). Healy, McCutcheon, and Doran (2014) remarks that assessment activities requiring memory and reproduction will not produce the benefits of critical thinking for students.…”

Section: Constructive Alignmentmentioning

confidence: 99%

Students’ and lecturers’ perceptions of the effect of open-book examinations on teaching and assessment at departments of accountancy at South African universities

Kruger

2018

SAJHE

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Strong arguments are put forward in literature that teaching methods should be aligned with assessment practices in order to optimise the teaching-learning environment. When the South African Institute of Chartered Accountants changed its initial test of competence examination (ITC) from a closed-book to an open-book format, accredited universities changed their assessment accordingly. This article investigates how students and lecturers perceive the changes made to teaching and assessment after the introduction of open-book assessment. A survey was performed among prospective chartered accountants preparing for the ITC. These students were mostly assessed through closed-book examinations in their graduate studies, but were assessed using open-book examinations in their final year. The views of students and lecturers in certain universities' departments of accountancy were compared. The views of students and lecturers differed significantly on the extent of changes which were made to teaching practices and the setting of examination papers. The article identified aspects to be considered to encourage students' deep learning, long term retention, selection of knowledge and preparation for openbook assessment. Issues lecturers need to take into account when determining their teaching and assessment approach within the broader context of an open-book assessment environment were also identified.

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Student Views on Assessment Activities: Perspectives from their Experience on an Undergraduate Programme

Cited by 26 publications

References 26 publications

Assessment in accounting education

Assessment in accounting education

Students’ perception of frequent assessments and its relation to motivation and grades in a statistics course: a pilot study

Students’ and lecturers’ perceptions of the effect of open-book examinations on teaching and assessment at departments of accountancy at South African universities

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