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Assessing the use of computer-based assessment-feedback in teaching digital accountants

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  • Akrum Helfaya

Abstract

Both assessment and feedback have a vital impact on students’ learning. Using computer-based assessment (CBA) with constructive and prompt computer-based feedback (CBF) reduces the attainment gap of the new generation of digital students. Action research methodology was employed to explore students’ view of utilising CBA and/or CBF in teaching and learning practice. A survey was administered to 537 undergraduate students in the Management School of a British university to collect data about their perceptions of using CBA and CBF to assess their progress. Findings from students’ survey show that students are generally appreciated the use of and benefits of CBA and/or CBF in teaching accounting modules. Findings also reveal that many participants valued working online compared to paper-and-pencil assessment and they also appreciated the timely and constructive feedback-feedforward they received. Information technology (IT), therefore, can provide an innovative type of assessment and feedback that students’ desire in an effective manner.

Suggested Citation

  • Akrum Helfaya, 2019. "Assessing the use of computer-based assessment-feedback in teaching digital accountants," Accounting Education, Taylor & Francis Journals, vol. 28(1), pages 69-99, January.
    • Handle: RePEc:taf:accted:v:28:y:2019:i:1:p:69-99
    DOI: 10.1080/09639284.2018.1501716
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    Cited by:

    1. Suliman M. N. Alnasser, 2022. "EFL Learners’ Perceptions of Integrating Computer-Based Feedback into Writing Classrooms: Evidence From Saudi Arabia," SAGE Open, , vol. 12(3), pages 21582440221, September.
    2. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M., 2020. "Accounting education literature review (2019)," Journal of Accounting Education, Elsevier, vol. 51(C).

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