Dixon, Keith (2011): Assessment at the centre of strategies of [accountant] learning in groups, substantiated with qualitative reflections in student assessments.
Download (443kB) | Preview
Having students learn and be assessed in groups is a means to develop among students intellectual and interactive skills/competencies described as generic or “wicked”, as well as of producing deeper learning of various types of knowledge (e.g. organicistic, contextualistic, formistic, mechanistic). This paper reports assessments constituting and reflecting strategies of learning in groups. The assessments and the strategies were crafted while working with students on four courses presented annually in recent years and covering accounting, management and finance for public services and private activities in various organisations. Data about group experiences and their implications for working as accountants were collected from students during assessments and are used to elaborate the strategies. The paper provides insights into reducing impediments among students and teachers to shifting learning from teacher-centred to learner-centred, and suggests areas for further research in reducing institutional impediments.
|Item Type:||MPRA Paper|
|Original Title:||Assessment at the centre of strategies of [accountant] learning in groups, substantiated with qualitative reflections in student assessments|
|Keywords:||Student engagement; generic skills/competencies; group assessment; group learning|
|Subjects:||M - Business Administration and Business Economics ; Marketing ; Accounting ; Personnel Economics > M1 - Business Administration
H - Public Economics > H8 - Miscellaneous Issues > H83 - Public Administration ; Public Sector Accounting and Audits
M - Business Administration and Business Economics ; Marketing ; Accounting ; Personnel Economics > M4 - Accounting and Auditing
|Depositing User:||Keith Dixon|
|Date Deposited:||30. Mar 2011 19:14|
|Last Modified:||31. Dec 2015 09:20|
Adler, R. W. and Milne, M. J. (1997) Improving the quality of accounting students' learning through action-oriented learning tasks, Accounting Education, 6, pp. 191-215.
Adler, R. W., Milne, M. J. and Stringer, C. P. (2000) Identifying and overcoming obstacles to learner-centred approaches in tertiary accounting education: A field study and survey of accounting educators' perceptions, Accounting Education, 9, pp. 113-134.
Ary, D., Jacobs, L. C., Sorensen, C. and Razavieh, A. (2010) Introduction to research in education (8th ed.) (Belmont, CA: Wadsworth).
Ballantine, J. and Larres, P. Mc. (2007) Final year accounting undergraduates' attitudes to group assessment and the role of learning logs, Accounting Education, 16, pp. 163-183.
Beckwith, J. B. (1991) Approaches to learning, their context and relationship to assessment performance, Higher Education, 22, pp. 17-30.
Bruce, M. (2001) Reflecting on reflection: An examination of reflective learning and assessing outcomes, Developments in Business Simulation and Experiential Exercises, 28 [Online]. Available: http://sbaweb.wayne.edu/~absel/bkl/vol28/28ab.pdf
Carini, R. M., Kuh, G. D. and Klein, K. P. (2006) Student engagement and student learning: Testing the linkages, Research in Higher Education, 47, pp. 1-32.
Cochrane, T. (2010) ViP Virtual i Presenter [Online]. Available: http://www.virtual-i-presenter.info/about-us/ (accessed 1 October 2010).
Collier, P. M. (2005) Entrepreneurial control and the construction of a relevant accounting, Management Accounting Research, 16, pp. 321-339.
Controller and Auditor-General (2010) Performance audit reports [Online]. Available: http://www.oag.govt.nz/reports/by-type/performance-audits/ (accessed 10 October 2010).
Cottrell, S. (2009) skills4study: Working with others [Online]. Available: http://www.palgrave.com/skills4study/studyskills/personal/working.asp (accessed 10 January 2009).
Cottell, P. G. J. and Millis, B. J. (1992) Cooperative learning in accounting, Journal of Accounting Education, 10, pp. 95-111.
Cottell, P. G. J. and Millis, B. J. (1993) Cooperative learning structures in the instruction of accounting, Issues in Accounting Education, 8, pp. 40-59.
Crisp, G. (2009) Towards Authentic e-Assessment Tasks. In Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 1585-1590) (Chesapeake, VA: Association for the Advancement of Computing in Education).
Cunningham, B. M. (1999) Energizing your teaching: A view from deep in the trenches, Issues in Accounting Education, 14, pp. 307-321.
Durden, C. (2008) Towards a socially responsible management control system, Accounting, Auditing & Accountability Journal, 21, pp. 671-694.
Feldman, A. and Weiss, T. (2010) Understanding change in teachers’ ways of being through collaborative action research: A cultural-historical activity theory analysis, Educational Action Research, 18, pp. 29-55
Fortin, A. and Legault, M. (2010) Development of generic competencies: Impact of a mixed teaching approach on students' perceptions, Accounting Education, 19, pp. 93-122.
Hand, L. and Rowe, M. (2001) Evaluation of student feedback, Accounting Education, 10, pp. 147-160.
Harden, R. M. and Crosby, J. (2000) AMEE guide no 20: The good teacher is more than a lecturer - the twelve roles of the teacher, Medical Teacher, 22, pp. 334-347.
Jackling, B. and de Lange, P. (2009) Do accounting graduates’ skills meet the expectations of employers? A matter of convergence or divergence, Accounting Education, 18, pp. 369-385.
Jenkins, A., Healey, M. and Zetter, R. (2007) Linking teaching and research in disciplines and departments [Online]. Available: http://www.heacademy.ac.uk/assets/York/documents/LinkingTeachingAndResearch_April07.pdf (accessed 2 January 2010).
Johnson, C. B. and Smith, F. I. (1997) Assessment of a complex peer evaluation instrument for team learning and group processes, Accounting Education (JAI), 2 (1), pp. 21-40.
Kelly, M., Davey, H. and Haigh, N. (2000) Use of the action-research methodology in the development of accounting education, Accounting Educators’ Journal, 12 [Online]. Available: http://www.aejournal.com/ojs/index.php/aej/article/viewFile/19/17 (accessed 16 September 2010).
Kember, D. and Wong, A. (2000) Implications for evaluation from a study of students’ perceptions of good and poor teaching, Higher Education, 40, pp. 69-97.
Knight, P. (2007) Fostering and assessing wicked competences [Online]. Available: http://www.open.ac.uk/cetl-workspace/cetlcontent/documents/460d1d1481d0f.pdf
Knight, P. and Page, A. (2007) Assessment of wicked competences [Online]. Available: http://kn.open.ac.uk/public/document.cfm?docid=9267
Koljatic, M. and Silva, M. (2005) Asociación Chilena de Seguridad (ACHS) (Case study reference no. SKE067) (Boston, MA: Harvard Business School Publishing).
Lord, B. and Robertson, J. (2006) Students' experiences of learning in a third-year management accounting class: Evidence from New Zealand, Accounting Education, 15, pp. 41-59.
MacTavish, C. (2001) Working with others: Group work [Online]. Available: http://www.dmu.ac.uk/study/student_services/lss/focus_on/fo_working_group.jsp (accessed 10 January 2009).
Mohamed, E. K. A. and Lashine, S. H. (2003) Accounting knowledge and skills and the challenges of a global business environment, Managerial Finance, 29 (7), pp. 3-16.
Mundy, J. (2010) Creating dynamic tensions through a balanced use of management control systems, Accounting, Organizations and Society, 35, pp. 499-523.
Open University (2009) Giving presentations [Online]. Available: http://openlearn.open.ac.uk/course/view.php?id=1534 (accessed 10 January 2009).
Organisation for Economic Co-operation and Development (2007) Performance budgeting in OECD countries (Paris: Organisation for Economic Co-operation and Development).
Paisley, J. W. (1999) Black Water Rafting (A) – 1990 (Case study reference no. 396-075-1) (Cranfield: European Case Clearing House).
Ravenscroft, S. P., Buckless, F. A. and Hassall, T. (1999) Cooperative learning - a literature guide, Accounting Education, 8, pp. 163-176.
Sadler, D. R. (2005) Interpretations of criteria-based assessment and grading in higher education, Assessment and evaluation in higher education, 20, pp. 175-194.
Schullery, N. M. and Schullery, S. E. (2006) Are heterogeneous or homogeneous groups more beneficial to students? Journal of Management Education, 30, pp. 542-556.
Scofield, B. W. (2005) Adapting cases for a team approach, Journal of Accounting Education, 23, pp. 248-263.
Tan, L. M., Fowler, M. B. and Hawkes, L. (2004) Management accounting curricula: Striking a balance between the views of educators and practitioners, Accounting Education, 13, pp. 51-67.
Tempone, I. and Martin, E. (1999) Accounting students' approaches to group-work, Accounting Education, 8, pp. 177-186.
Thomson, J. and Bretherton, P. (2008) Koorana Crocodile Farm (Case study reference no. 808-052-1) (Cranfield: European Case Clearing House).
Tsoukas, H. (1994) Refining common sense: Types of knowledge in management studies, Journal of Management Studies, 31, pp. 761–780.
Wardlow, P. S. (1986) Developing public-sector accountants and financial managers: The British approach, Government Accountants Journal, 35, pp. 56-62.
Wells, P., Gerbic, P., Kranenburg, I. and Bygrave, J. (2009) Professional skills and capabilities of accounting graduates: The New Zealand expectation gap, Accounting Education, 18, pp. 403-420.
Willcoxson, L., Wynder, M. and Laing, G. K. (2010) A whole-of-program approach to the development of generic and professional skills in a university accounting program, Accounting Education, 19, pp. 65-91.
Willis, J. (2009) In search of professionalism, in: Jackson, N. (Ed.). Learning to be professional through a higher education e-book: Sharing and integrating perspectives on the process of being and becoming professional [Online]. Available: http://learningtobeprofessional.pbworks.com/f/CHAPTER+A3+IN+SEARCH+OF+PROFESSIONALISM+07+12+09.pdf (accessed 7 January 2010).