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Are they taking action? Accounting undergraduates’ engagement with assessment criteria and self-regulation development

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  • Karen Mountain
  • Wilma Teviotdale
  • Jonathan Duxbury
  • Jenny Oldroyd

Abstract

Our study aims to investigate whether engaging students with formative assessment and feedback activities could support students’ self-regulation, improve performance and improve satisfaction with assessment. The intervention designs are implemented using a novel framework, developed for staff reflection, derived from a self-regulation learning model and formative assessment and feedback principles.Zimmerman’s self-regulation model is chosen for a holistic approach, covering all Phases, to investigate the interventions within 3 honours level modules covering 483 students and 9 academic staff. Student views are obtained immediately following interventions from a short questionnaire and statistically analysed; semi-structured staff interviews are analysed thematically from NVivo.Significant improvement in students’ confidence and satisfaction with assessments occurs; evidence for improvement in performance and self-regulation is limited. Staff reflection areas are identified with suggestions for more effective feedforward strategies in support of self-regulation.

Suggested Citation

  • Karen Mountain & Wilma Teviotdale & Jonathan Duxbury & Jenny Oldroyd, 2023. "Are they taking action? Accounting undergraduates’ engagement with assessment criteria and self-regulation development," Accounting Education, Taylor & Francis Journals, vol. 32(1), pages 34-60, January.
    • Handle: RePEc:taf:accted:v:32:y:2023:i:1:p:34-60
    DOI: 10.1080/09639284.2022.2030240
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