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Students’ perceptions of different assessment modes and student experience

Author

Listed:
  • Hancock, Phil
  • Birt, Jac
  • Lange, Paul De
  • Fowler, Carolyn
  • Kavanagh, Marie
  • Mitrione, Lorena
  • Rankin, Michaela

Abstract

This study investigates student experiences and perceptions of online and face-to-face assessments. Focus groups were conducted with students at three Australian universities to understand their experiences of online examinations. Student perceptions and experiences of online examinations were mixed. Benefits include better reflecting workplaces and being able to complete the examination at a time that suited them. Whilst many students found taking online assessments at home less stressful, others felt they were less likely to perform well when compared to assessments on campus. Students also identified several challenges with online assessments. Students experienced stress due to failing technologies; needed additional time required to ‘write’ examinations; experienced feelings of isolation; and perceived that questions might be harder to prevent cheating.

Suggested Citation

  • Hancock, Phil & Birt, Jac & Lange, Paul De & Fowler, Carolyn & Kavanagh, Marie & Mitrione, Lorena & Rankin, Michaela, 2025. "Students’ perceptions of different assessment modes and student experience," Journal of Accounting Education, Elsevier, vol. 70(C).
    • Handle: RePEc:eee:joaced:v:70:y:2025:i:c:s0748575125000041
    DOI: 10.1016/j.jaccedu.2025.100953
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    References listed on IDEAS

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    1. Alan Sangster & Greg Stoner & Barbara Flood, 2020. "Insights into accounting education in a COVID-19 world," Accounting Education, Taylor & Francis Journals, vol. 29(5), pages 431-562, September.
    2. Aleksander Aristovnik & Damijana Keržič & Dejan Ravšelj & Nina Tomaževič & Lan Umek, 2020. "Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective," Sustainability, MDPI, vol. 12(20), pages 1-34, October.
    3. Amanda White, 2020. "May you live in interesting times: a reflection on academic integrity and accounting assessment during COVID19 and online learning," Accounting Research Journal, Emerald Group Publishing Limited, vol. 34(3), pages 304-312, December.
    4. Bayne, Lyndie & Birt, Jacqueline & Hancock, Phil & Schonfeldt, Nikki & Agrawal, Prerana, 2022. "Best practices for group assessment tasks," Journal of Accounting Education, Elsevier, vol. 59(C).
    5. Meredith Tharapos, 2022. "Opportunity in an uncertain future: reconceptualising accounting education for the post-COVID-19 world," Accounting Education, Taylor & Francis Journals, vol. 31(6), pages 640-651, November.
    6. Phil Hancock & Jac Birt & Paul De Lange & Carolyn Fowler & Marie Kavanagh & Lorena Mitrione & Michaela Rankin & Geoff Slaughter & Andrew Williams, 2023. "Integrity of assessments in challenging times," Accounting Education, Taylor & Francis Journals, vol. 32(5), pages 501-522, September.
    7. repec:aoj:jeelre:v:7:y:2020:i:2:p:130-152:id:1606 is not listed on IDEAS
    8. Antti Miihkinen & Tuija Virtanen, 2018. "Development and application of assessment standards to advanced written assignments," Accounting Education, Taylor & Francis Journals, vol. 27(2), pages 121-159, March.
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