Enhancing assessment feedback practices in accounting education issues, obstacles and reforms.
Study into the assessment feedback process between academic staff and accounting students in Australian universities. The findings reveal that many accounting students feel that they receive poor quality feedback on their assessment, as evidenced by the most typical form of feedback being only the m...
| Institution: | RMIT University |
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Australian Learning and Teaching Council
2010
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| Online adgang: | /resources/PP7-352%20JCU%20OConnell%20-%20Final%20Report%20Mar%2010.pdf |
| Summary: | Study into the assessment feedback process between academic staff and accounting students in Australian universities. The findings reveal that many accounting students feel that they receive poor quality feedback on their assessment, as evidenced by the most typical form of feedback being only the mark. Moreover, this feedback is often provided too late to be useful to them. A lack of adequate feedback leads to students feeling disempowered. They consider feedback to sometimes be de-motivating and intimidating. These findings point to something of a crisis in feedback quality in the discipline that needs urgent attention. In contrast to the student findings, results show that many accounting academics feel students are only interested in feedback that helps them to obtain a higher grade and that students have a very narrow conception of what constitutes 'feedback'. Academics agree that timeliness and detail is important, but they think that sometimes students do not know what they really want when it comes to feedback. [Executive summary, ed] |
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| ISBN: | 9781921856433 (pbk) 9781921856433 (pbk) |
