Do accounting students believe in self-assessment?

Loading...
Thumbnail Image

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.