The use of on-line summative assessment in an undergraduate financial accounting course

Marriott, Pru; Lau, Alice

doi:10.1016/j.jaccedu.2008.02.001

Cited by 85 publications

(99 citation statements)

References 31 publications

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“…In this study we consider these practices in FAO mathematics courses. We do so in particular consideration of reflective claims that course assessment practices have a powerful influence in directing student learning [19][20][21][22], and both reflective claims [23,24] and empirical research findings [25] that feedback has a powerful influence in advancing that learning. In short, we argue that FAO assessment and feedback practices act as vital instructional inputs and related investigations will help provide some needed insight into the nature of current FAO mathematics instruction.…”

Section: Introductionmentioning

confidence: 99%

An investigation of assessment and feedback practices in fully asynchronous online undergraduate mathematics courses

Trenholm

Alcock

Robinson

2015

International Journal of Mathematical Education in Science and

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Research suggests it is difficult to learn mathematics in the fully asynchronous online (FAO) instructional modality, yet little is known about associated teaching and assessment practices. In this study we investigate FAO mathematics assessment and feedback practices in particular consideration of both claims and findings that these practices have a powerful influence on learning.A survey questionnaire was constructed and completed by 70 FAO undergraduate mathematics instructors, mostly from the US, who were each asked to detail their assessment and feedback practices in a single FAO mathematics course. Alongside these questions, participants also answered the 16-item version of the Approaches to Teaching Inventory. A novel feedback framework was also created and used to examine how feedback practices may be related to participants' approaches to teaching.Results show that assessment and feedback practices are varied and complex: In particular, we found there was not a simple emphasis on summative assessment instruments, nor a concomitant expectation these would always be invigilated. Though richer assessment feedback appears to be emphasized, evidence suggests this feedback may not be primarily directed at advancing student learning. Moreover, we found evidence of a reliance on computer-human interactions (e.g. via CAA systems) and further evidence of a decline in human interactions, suggesting a dynamic that is both consistent with current online learning theory and claims FAO mathematics courses are becoming commodified. Several avenues for further research are suggested.

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Section: Introductionmentioning

confidence: 99%

An investigation of assessment and feedback practices in fully asynchronous online undergraduate mathematics courses

Trenholm

Alcock

Robinson

2015

International Journal of Mathematical Education in Science and

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“…Rebele (2002) has highlighted the importance of research specific to the effective use of technology in accounting education, and Marriott and Lau (2008) note that the paucity of research in this area is still evident. Therefore, with the increasing prominence of blended learning in higher education (Bonk & Graham 2006), the need for research in this area has become even more important.…”

Section: Resultsmentioning

confidence: 99%

Factors Determining the Balance between Online and Face-to-Face Teaching: An Analysis using Actor-Network Theory

Wong

Tatnall

2010

IJIKM

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Many universities, and other higher education institutions, have adopted an approach to teaching and the delivery of course content that combines traditional face-to-face delivery with online teaching resources: a blended learning approach. It does not follow, however, that merely defining a policy in this area will cause the desired result, as first the new ideas have to be adopted by all those involved. Many factors act to determine how online learning is accepted and how the balance between online and face-to-face delivery is formed. This paper investigates the factors that determine the way that online resources have been implemented in a core first-year accounting subject. The approach used is one involving actor-network theory because of the combinations of both human and non-human actors involved. In this paper, the main actors are identified, and we look at how their views of the value of each approach and their willingness to attempt to convince others of the ''rightness" of these views affects the outcome.

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“…In a review of more recent literature by Marriott and Lau (2008), the paucity of research in this area is still evident. With the increasing prominence of blended learning in higher education (Bonk & Graham ,2006), the need for this research has become more prevalent.…”

Section: Resultsmentioning

confidence: 99%

“…Its effectiveness may have been compromised by the low participation rates presented in Figure 3 and Table 6. In a recent study, Marriott and Lau (2008) explain the merits of phased online assessment, whereby a series of assessments are delivered throughout the course. This enables students to monitor their performance, and the timely feedback provided would be beneficial in improving their future performance.…”

Section: Learning Outcomesmentioning

confidence: 99%

“…It was necessary to impose a closing time so that the results could be used to identify 'at-risk' students in a timely manner. This 'assessment audit' (Marriott & Lau 2008), would then provide indication of the necessary action to be taken to support this particular group of students. Further discussion on 'at-risk' students is provided under Table 8 -Retention Rates, although it is acknowledged that this cannot provide causal information.…”

Section: Learning Outcomesmentioning

confidence: 99%

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The Need to Balance the Blend: Online versus Face-to-Face Teaching in an Introductory Accounting Subject

Wong

Tatnall

2009

IISIT

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To remain globally competitive, there is increasing pressure for universities to incorporate a greater use of technology and innovation into their curriculum. In response, many higher education institutions have adopted a blended learning approach, which combines traditional face-toface delivery with online teaching resources, to deliver course content. This paper documents the implementation of online resources in a first-year accounting unit, outlines subsequent changes and monitors its impact on learning outcomes. Whilst in its early stages, this preliminary work on action research will form the basis of determining an optimal blend of traditional and online learning environments for introductory accounting students. This research will endeavour to improve the structure of the curriculum and to positively impact on student learning outcomes.

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The use of on-line summative assessment in an undergraduate financial accounting course

Cited by 85 publications

References 31 publications

An investigation of assessment and feedback practices in fully asynchronous online undergraduate mathematics courses

An investigation of assessment and feedback practices in fully asynchronous online undergraduate mathematics courses

Factors Determining the Balance between Online and Face-to-Face Teaching: An Analysis using Actor-Network Theory

The Need to Balance the Blend: Online versus Face-to-Face Teaching in an Introductory Accounting Subject

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