Do accounting students believe in self-assessment?
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Date
Authors
Hill, Tanya
Journal Title
Journal ISSN
Volume Title
Publisher
Routledge
Abstract
In education, formal assessment focuses on summative assessment with the
objective of allocating grades, limiting learning by students. Formative assessment, in the
form of self-assessment, has been proposed as beneficial to student learning in various fields.
This study explores the perceptions of accounting students of the self-assessment process
after exposure to the process on three occasions in a facilitated environment created by their
lecturers. The students’ perceptions on self-assessment were collected via a structured
survey.
It was found that most students did not self-assess unless encouraged to do so.
However, once they were exposed to self-assessment in an environment supportive to such
assessment, students were positive about the process. After the facilitated process, they
believed that self-assessment would improve their overall academic performance and
indicated that they would apply self-assessment in future. This research provides insight into
accounting students’ perceptions of self-assessment in learning, demonstrating the
importance of investigating the benefits from a student perspective.
Description
Keywords
Reflective learning, Self-assessment, Formative assessment, Accounting education, Accounting students
Sustainable Development Goals
Citation
Tanya Hill (2016) Do accounting students believe in self-assessment?, Accounting Education, 25:4, 291-305, DOI:10.1080/09639284.2016.1191271.