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The Impact of a Flexible Assessment System on Students' Motivation, Performance and Attitude

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  • Parunchana Pacharn
  • Darlene Bay
  • Sandra Felton

Abstract

We examine a flexible assessment system that allows students to determine the weights allocated to each course component and to re-allocate the weights in response to achieved scores. The flexibility is intended to encourage students’ participation in the learning process, thereby promoting self-regulated learning skills. We compare this assessment system to a traditional system and to another system, in which the students may choose their own weights but cannot change them later in the term. We examine the impact on students’ motivation as measured by the Motivated Strategies for Learning Questionnaire (MSLQ), as well as the impact on grades and students’ attitudes. Our results indicate little improvement in motivation, grades or attitudes when students design and commit to their grading plans early in the term. However, the more flexible system, which allows for re-allocation, appears to improve students’ grades, self-reported motivation and attitudes.

Suggested Citation

  • Parunchana Pacharn & Darlene Bay & Sandra Felton, 2013. "The Impact of a Flexible Assessment System on Students' Motivation, Performance and Attitude," Accounting Education, Taylor & Francis Journals, vol. 22(2), pages 147-167, April.
    • Handle: RePEc:taf:accted:v:22:y:2013:i:2:p:147-167
    DOI: 10.1080/09639284.2013.765292
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    References listed on IDEAS

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    1. Parunchana Pacharn & Darlene Bay & Sandra Felton, 2012. "Impact of a Flexible Evaluation System on Effort and Timing of Study," Accounting Education, Taylor & Francis Journals, vol. 21(5), pages 451-470, October.
    2. Neil Hartnett & Jennifer Romcke & Christine Yap, 2003. "Recognizing the importance of instruction style to students' performance: some observations from laboratory research - a research note," Accounting Education, Taylor & Francis Journals, vol. 12(3), pages 313-331.
    3. Beverley Jackling, 2005. "Perceptions of the learning context and learning approaches: Implications for quality learning outcomes in accounting," Accounting Education, Taylor & Francis Journals, vol. 14(3), pages 271-291.
    4. Ellen Sewell, 2004. "Grade Dropping: An Empirical Analysis," The Journal of Economic Education, Taylor & Francis Journals, vol. 35(1), pages 24-34, January.
    5. Marriott, Pru & Lau, Alice, 2008. "The use of on-line summative assessment in an undergraduate financial accounting course," Journal of Accounting Education, Elsevier, vol. 26(2), pages 73-90.
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    Cited by:

    1. Manuel Loureiro & Fábio Yuzo Nakamura & Ana Ramos & Patrícia Coutinho & João Ribeiro & Filipe Manuel Clemente & Isabel Mesquita & José Afonso, 2022. "Ongoing Bidirectional Feedback between Planning and Assessment in Educational Contexts: A Narrative Review," IJERPH, MDPI, vol. 19(19), pages 1-15, September.
    2. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Rebele, James E., 2015. "Accounting education literature review (2013–2014)," Journal of Accounting Education, Elsevier, vol. 33(2), pages 69-127.
    3. Debbie Delaney & Lisa McManus & Chew Ng, 2015. "First Year Accounting Students’ Perceptions Of Blended Learning," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 7(2), pages 9-23.

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