Assessment feedback in accounting at Australian universities: feedback as a thinking skill

Jacobsen, Ben (2008) Assessment feedback in accounting at Australian universities: feedback as a thinking skill. In: Proceedings of 2008 AFAANZ/IAAER Conference, - . From: 2008 AFAANZ/IAAER Conference, 6-8 July 2008, Sydney, NSW, Australia.

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Abstract

Courses, subjects and units in undergraduate accounting education in Australia may have high student numbers, diverse cohorts and managerial pressures that affect feedback practices. Students may focus on marks, ignore feedback comments and find critical feedback de-motivating. These influences may contribute to poor course experience questionnaire (CEQ) ratings of feedback by accounting graduates. A project to investigate assessment feedback commenced in September 2007. This project may find that feedback practices could be improved by re-conceptualising feedback as a part of formative assessment, part of a learning process. This paper reviews the literature as the preliminary stage in the research project to enhance assessment feedback practices in accounting education in Australia. Considering a range of theoretical propositions on pedagogy, perspectives, feedback, teacher conception, student approach and meta-cognition, we find support to position feedback as a thinking skill a priori. Accounting and finance academics will benefit from the collection and overview of theoretical constructs covering diverse components of the educational literature pertaining to feedback presented here.

Item ID: 7521
Item Type: Conference Item (Refereed Research Paper - E1)
Keywords: accounting feedback; assessment feedback
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ISSN: 1328-780X
Date Deposited: 05 May 2010 23:52
FoR Codes: 15 COMMERCE, MANAGEMENT, TOURISM AND SERVICES > 1501 Accounting, Auditing and Accountability > 150199 Accounting, Auditing and Accountability not elsewhere classified @ 100%
SEO Codes: 93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%
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