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Student Views on Assessment Activities: Perspectives from their Experience on an Undergraduate Programme

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  • Margaret Healy
  • Maeve McCutcheon
  • John Doran

Abstract

Research on assessment activities has considered student responses to specific initiatives, but broader concerns underlying these responses have not been fully explored. Using a survey methodology, this paper explores how students view assessment activities, from the perspective of their experience on a four-year undergraduate programme, describing the implications of variations in their perceptions of the purpose of assessment. Contrary to previous findings, there was strong support for traditional activities. Four distinct perspectives emerged, focusing on: grades, activities, subject mastery, or skills development. These perspectives were defined by emphasis (subject or skills) and outlook (shorter or longer term). Students largely emphasised either subject or skills, but not both, suggesting that educators need to encourage students to embrace the entire curriculum. Students with a shorter-term outlook reported views on assessment activities consistent with surface learning; this indicates a need to emphasise the future relevance of assessment activities, in order to encourage deeper engagement.

Suggested Citation

  • Margaret Healy & Maeve McCutcheon & John Doran, 2014. "Student Views on Assessment Activities: Perspectives from their Experience on an Undergraduate Programme," Accounting Education, Taylor & Francis Journals, vol. 23(5), pages 467-482, October.
    • Handle: RePEc:taf:accted:v:23:y:2014:i:5:p:467-482
    DOI: 10.1080/09639284.2014.949802
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    References listed on IDEAS

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    1. Kim Watty & Margaret Jackson & Xin Yu, 2010. "Students' Approaches to Assessment in Accounting Education: The Unique Student Perspective," Accounting Education, Taylor & Francis Journals, vol. 19(3), pages 219-234.
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    4. Joan Ballantine & Patricia Mccourt Larres, 2007. "Final Year Accounting Undergraduates' Attitudes to Group Assessment and the Role of Learning Logs," Accounting Education, Taylor & Francis Journals, vol. 16(2), pages 163-183.
    5. Howard R. Pollio & Hall P. Beck, 2000. "When the Tail Wags the Dog," The Journal of Higher Education, Taylor & Francis Journals, vol. 71(1), pages 84-102, January.
    6. 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. Chiang, Christina & Wells, Paul K. & Xu, Gina, 2021. "How does experiential learning encourage active learning in auditing education?," Journal of Accounting Education, Elsevier, vol. 54(C).
    2. Evelien Opdecam & Patricia Everaert, 2018. "Seven disagreements about cooperative learning," Accounting Education, Taylor & Francis Journals, vol. 27(3), pages 223-233, May.
    3. 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.
    4. Margaret Healy & John Doran & Maeve McCutcheon, 2018. "Cooperative learning outcomes from cumulative experiences of group work: differences in student perceptions," Accounting Education, Taylor & Francis Journals, vol. 27(3), pages 286-308, May.

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