Exploring student perceptions and experiences of ICT-enhanced formative assessment in an undergraduate management accounting course

K. J. Barnard and M. Mostert

South African Journal of Accounting Research, 2015, vol. 29, issue 2, 132-150

Abstract: The central role of assessment in driving student learning has been well argued in the literature. In particular, continuous formative assessment with timely feedback helps motivate students to work consistently, while the addition of just-in-time support may further motivate and support learning. Information and communication technologies have the potential both to contain the administrative burden of frequent formative assessment and enhance the provision of timely feedback. Drawing on theories of assessment and motivation this study investigates the value of combining two technological interventions, tutorial screencasts and online quizzes, for enhancing student learning in an undergraduate management accounting course. Data was collected from the usage logs of the learning management system and a survey of student experiences. The results indicate that the interventions enhanced students’ learning experiences both by motivating them to engage with the coursework and by encouraging them to do so on a continuous basis.

Date: 2015
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DOI: 10.1080/10291954.2015.1006483

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