Assessment at the centre of strategies of [accountant] learning in groups, substantiated with qualitative reflections in student assessments
AbstractHaving 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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Bibliographic InfoPaper provided by University Library of Munich, Germany in its series MPRA Paper with number 29861.
Date of creation: Mar 2011
Date of revision:
Student engagement; generic skills/competencies; group assessment; group learning;
Find related papers by JEL classification:
- M1 - Business Administration and Business Economics; Marketing; Accounting - - Business Administration
- H83 - Public Economics - - Miscellaneous Issues - - - Public Administration
- M4 - Business Administration and Business Economics; Marketing; Accounting - - Accounting
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