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Evaluating the validity of self-assessment: measuring computer literacy among entry-level undergraduates within accounting degree programmes at two UK universities

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  • Patricia Mccourt Larres
  • Joan Ballantine
  • Mark Whittington

Abstract

This paper considers the validity of using self-assessment to measure computer literacy among entry-level undergraduate accounting students. Data collected from objective and self-appraisal computer literacy tests completed by students at two UK universities are analysed and the results of the tests compared for each student. The findings reveal significant differences in the students' perceived and actual computer literacy with the vast majority over-estimating their computer knowledge. Furthermore, evidence is provided that more-able students are more accurate in their self-assessment. These findings indicate that self-assessment is not an appropriate means of determining computer literacy among entry-level undergraduate accounting students when used in isolation. However, as an adjunct to a more robust measure of computer literacy, self-assessment may provide a useful insight into students' attitudes to computing. In addition, self-assessment stimulates reflection and thereby contributes to lifelong learning, a concept particularly important for accountants who must assess their competence throughout their professional careers.

Suggested Citation

  • Patricia Mccourt Larres & Joan Ballantine & Mark Whittington, 2003. "Evaluating the validity of self-assessment: measuring computer literacy among entry-level undergraduates within accounting degree programmes at two UK universities," Accounting Education, Taylor & Francis Journals, vol. 12(2), pages 97-112.
    • Handle: RePEc:taf:accted:v:12:y:2003:i:2:p:97-112
    DOI: 10.1080/0963928032000091729
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    References listed on IDEAS

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    1. Greg Stoner, 1999. "IT is part of youth culture, but are accounting undergraduates confident in IT?," Accounting Education, Taylor & Francis Journals, vol. 8(3), pages 217-237.
    2. Gordon Boyce & Sarah Williams & Andrea Kelly & Helen Yee, 2001. "Fostering deep and elaborative learning and generic (soft) skill development: the strategic use of case studies in accounting education," Accounting Education, Taylor & Francis Journals, vol. 10(1), pages 37-60.
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    Cited by:

    1. Marta Palczyńska & Maja Rynko, 2021. "ICT skills measurement in social surveys: Can we trust self-reports?," Quality & Quantity: International Journal of Methodology, Springer, vol. 55(3), pages 917-943, June.
    2. Tanya Hill, 2016. "Do accounting students believe in self-assessment?," Accounting Education, Taylor & Francis Journals, vol. 25(4), pages 291-305, July.
    3. Iuliana Mariana IONESCU & Bogdan Stefan IONESCU & Florin MIHAI, 2012. "Improving The Learning Methodology For The Higher Accounting Education In Romania," Annals of University of Craiova - Economic Sciences Series, University of Craiova, Faculty of Economics and Business Administration, vol. 2(40), pages 31-48.
    4. Omaima A. G. Hassan & Alison Fox & Gwen Hannah, 2014. "Self- and Peer-Assessment: Evidence from the Accounting and Finance Discipline," Accounting Education, Taylor & Francis Journals, vol. 23(3), pages 225-243, June.
    5. Richard T. Grenci, 2013. "Positioning Computer Literacy As A Valueadded Business Core Course," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 5(1), pages 67-80.
    6. Florin Mihai & Bogdan Stefan Ionescu & Iuliana Mariana Ionescu & Laura Tudoran, 2012. "It&C Applications In Cabinets Of Accounting Expertise: Theoretical And Empirical Exploration," Annales Universitatis Apulensis Series Oeconomica, Faculty of Sciences, "1 Decembrie 1918" University, Alba Iulia, vol. 2(14), pages 1-7.
    7. Watty, Kim & McKay, Jade & Ngo, Leanne, 2016. "Innovators or inhibitors? Accounting faculty resistance to new educational technologies in higher education," Journal of Accounting Education, Elsevier, vol. 36(C), pages 1-15.

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