Developing a scholarly approach to the evaluation of assessment practices

Sonia Magdziarz, Kim Watty, Kaye Hilliar, Sophia Ji and Melissa Simpson

Asian Review of Accounting, 2006, vol. 14, issue 1/2, 24-36

Abstract: Purpose - The purpose of this paper is to examine and reflect on current assessment practice in a large undergraduate accounting programme delivered both in Australia and offshore, from the perspective of academics in their first semester at a “new‐to‐them” university. Design/methodology/approach - The changing higher education environment and the reality of assessment in the current context are considered, as they raise a number of important issues around assessment practice. Some of the often cited literature linking teaching, learning and assessment, including student‐centred learning and Confucian heritage culture, is also discussed. A reflective approach is used where Säljö's five categories of student learning are used as the basis for informed reflection of the assessment used in the “new” academics' first semester at the university. The use of empirical evidence to test these reflections would be the next step in this scholarly approach to teaching and learning. Findings - The reflections reveal a disparity between reality and the ideal in relation to assessment practice. Issues regarding timely feedback to students and timing of assessments can result in summative assessment when it has the potential to be formative. This paper has provided an opportunity for “new” academics to engage with the higher education literature early in their careers. Originality/value - This paper is a resource for academics beginning to engage with the higher education literature around assessment, teaching and learning and can also be used to inform and improve the teaching and learning practices of many academics in higher education.

Keywords: Assessment; Higher education; Students; Learning (search for similar items in EconPapers)
Date: 2006
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Persistent link: https://EconPapers.repec.org/RePEc:eme:arapps:13217340610729446

DOI: 10.1108/13217340610729446

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