O'Connell, Brendan, Ferguson, Colin, De Lange, Paul, Howieson, Bryan, Watty, Kim, Carr, Rodney, Jacobsen, Ben, Campitelli, Leona, Gora, Yvonne, and Milton, Audrey (2010) Enhancing Assessment Feedback Practices in Accounting Education: issues, obstacles and reforms. Report. Australian Learning and Teaching Council (ALTC), Strawberry Hills, NSW.

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Abstract

[Extract] Good practice in assessment feedback is a process in which students are actively involved and where teacher/peer dialogue is encouraged (Juwah, Macfarlane & Nicol, 2004). Clear, constructive feedback reduces the gap between present and desired performance and is considered to be a jointly owned system that is reflexive, flexible and dynamic. Results of Course Experience Questionnaires show that Australian university accounting students are generally very dissatisfied with the feedback they receive in their courses.

The findings of the present study 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.

Item ID:	17533
Item Type:	Report (Report)
Funders:	Australian Learning and Teaching Council
Projects and Grants:	Enhancing assessment feedback practices in Accounting education: issues, obstacles and reforms
Date Deposited:	21 Jan 2013 04:32
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 > 9301 Learner and Learning > 930199 Learner and Learning not elsewhere classified @ 50% 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930299 Teaching and Instruction not elsewhere classified @ 50%
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