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Assessment at the centre of strategies of [accountant] learning in groups, substantiated with qualitative reflections in student assessments

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  • Dixon, Keith

Abstract

Having students learn and be assessed in groups is a means to develop among students intellectual and interactive skills/competencies described as generic or “wicked”, as well as of producing deeper learning of various types of knowledge (e.g. organicistic, contextualistic, formistic, mechanistic). This paper reports assessments constituting and reflecting strategies of learning in groups. The assessments and the strategies were crafted while working with students on four courses presented annually in recent years and covering accounting, management and finance for public services and private activities in various organisations. Data about group experiences and their implications for working as accountants were collected from students during assessments and are used to elaborate the strategies. The paper provides insights into reducing impediments among students and teachers to shifting learning from teacher-centred to learner-centred, and suggests areas for further research in reducing institutional impediments.

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File URL: http://mpra.ub.uni-muenchen.de/29861/
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Bibliographic Info

Paper provided by University Library of Munich, Germany in its series MPRA Paper with number 29861.

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Date of creation: Mar 2011
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Handle: RePEc:pra:mprapa:29861

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Keywords: Student engagement; generic skills/competencies; group assessment; group learning;

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  1. Mundy, Julia, 2010. "Creating dynamic tensions through a balanced use of management control systems," Accounting, Organizations and Society, Elsevier, vol. 35(5), pages 499-523, July.
  2. Lin Mei Tan & Michael Fowler & Lindsay Hawkes, 2004. "Management accounting curricula: striking a balance between the views of educators and practitioners," Accounting Education, Taylor & Francis Journals, vol. 13(1), pages 51-67.
  3. Lesley Willcoxson & Monte Wynder & Gregory Laing, 2010. "A Whole-of-program Approach to the Development of Generic and Professional Skills in a University Accounting Program," Accounting Education, Taylor & Francis Journals, vol. 19(1-2), pages 65-91.
  4. Ralph Adler & Markus Milne & Carolyn Stringer, 2000. "Identifying and overcoming obstacles to learner-centred approaches in tertiary accounting education: a field study and survey of accounting educators' perceptions," Accounting Education, Taylor & Francis Journals, vol. 9(2), pages 113-134.
  5. Beverley Lord & Jane Robertson, 2006. "Students' experiences of learning in a third-year management accounting class: Evidence from New Zealand," Accounting Education, Taylor & Francis Journals, vol. 15(1), pages 41-59.
  6. Joan Ballantine & Patricia Mccourt Larres, 2007. "Final Year Accounting Undergraduates' Attitudes to Group Assessment and the Role of Learning Logs," Accounting Education, Taylor & Francis Journals, vol. 16(2), pages 163-183.
  7. Irene Tempone & Elaine Martin, 1999. "Accounting students' approaches to group-work," Accounting Education, Taylor & Francis Journals, vol. 8(3), pages 177-186.
  8. Beverley Jackling & Paul De Lange, 2009. "Do Accounting Graduates' Skills Meet The Expectations of Employers? A Matter of Convergence or Divergence," Accounting Education, Taylor & Francis Journals, vol. 18(4-5), pages 369-385.
  9. Paul Wells & Philippa Gerbic & Ineke Kranenburg & Jenny Bygrave, 2009. "Professional Skills and Capabilities of Accounting Graduates: The New Zealand Expectation Gap?," Accounting Education, Taylor & Francis Journals, vol. 18(4-5), pages 403-420.
  10. Susan Ravenscroft & Frank Buckless & Trevor Hassall, 1999. "Cooperative learning - a literature guide," Accounting Education, Taylor & Francis Journals, vol. 8(2), pages 163-176.
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