 The Impact of a Flexible Assessment System on Students' Motivation, Performance and AttitudeParunchana Pacharn, Darlene Bay and Sandra Felton Accounting Education, 2013, vol. 22, issue 2, 147-167 Abstract: We examine a flexible assessment system that allows students to determine the weights allocated to each course component and to re-allocate the weights in response to achieved scores. The flexibility is intended to encourage students’ participation in the learning process, thereby promoting self-regulated learning skills. We compare this assessment system to a traditional system and to another system, in which the students may choose their own weights but cannot change them later in the term. We examine the impact on students’ motivation as measured by the Motivated Strategies for Learning Questionnaire (MSLQ), as well as the impact on grades and students’ attitudes. Our results indicate little improvement in motivation, grades or attitudes when students design and commit to their grading plans early in the term. However, the more flexible system, which allows for re-allocation, appears to improve students’ grades, self-reported motivation and attitudes. Date: 2013 Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:taf:accted:v:22:y:2013:i:2:p:147-167 Ordering information: This journal article can be ordered from DOI: 10.1080/09639284.2013.765292 Access Statistics for this article Accounting Education is currently edited by Richard Wilson More articles in Accounting Education from Taylor & Francis Journals |
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