NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1107662
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0963-9284
Student Views on Assessment Activities: Perspectives from Their Experience on an Undergraduate Programme
Healy, Margaret; McCutcheon, Maeve; Doran, John
Accounting Education, v23 n5 p467-482 2014
Research on assessment activities has considered student responses to specific initiatives, but broader concerns underlying these responses have not been fully explored. Using a survey methodology, this paper explores how students view assessment activities, from the perspective of their experience on a four-year undergraduate programme, describing the implications of variations in their perceptions of the purpose of assessment. Contrary to previous findings, there was strong support for traditional activities. Four distinct perspectives emerged, focusing on: grades, activities, subject mastery, or skills development. These perspectives were defined by emphasis (subject or skills) and outlook (shorter or longer term). Students largely emphasised either subject or skills, but not both, suggesting that educators need to encourage students to embrace the entire curriculum. Students with a shorter-term outlook reported views on assessment activities consistent with surface learning; this indicates a need to emphasise the future relevance of assessment activities, in order to encourage deeper engagement.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A