| Samenvatting: | The current assessment practices used in the RMIT School of Accounting and Law in programs taught in Melbourne, Singapore and Hong Kong were examined to determine, first, how they measured students' attainment of the profession's generic skills, and second, whether different approaches to assessment were taken across the three locations. The students enrolled in these programs were investigated - their cultural backgrounds, their prior learning experiences, their assessment practices and their performance in assessment. The project has found that it is the English competency of students undertaking accounting assessment that has the potential to be one of the most important issues that impact on student learning, in addition to the different cultural background and learning preferences. The second most important influence on student learning in the intercultural classroom was identified as being teacher quality. Generally, the study found that most international students, whether studying in Australia or overseas, were familiar with the assessment practices in Australian higher education. In many instances, however, they struggled with assessment tasks due to their poor English skills. It also found that there is scope for teachers to make assessment requirements and expectations much clearer and that it is extremely important to provide early and regular feedback to students on their progress. [p.6-7, ed]
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