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Do accounting students believe in self-assessment?

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  • Tanya Hill

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.

Suggested Citation

  • Tanya Hill, 2016. "Do accounting students believe in self-assessment?," Accounting Education, Taylor & Francis Journals, vol. 25(4), pages 291-305, July.
  • Handle: RePEc:taf:accted:v:25:y:2016:i:4:p:291-305
    DOI: 10.1080/09639284.2016.1191271
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    1. Patricia Mccourt Larres & Joan Ballantine & Mark Whittington, 2003. "Evaluating the validity of self-assessment: measuring computer literacy among entry-level undergraduates within accounting degree programmes at two UK universities," Accounting Education, Taylor & Francis Journals, vol. 12(2), pages 97-112.
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    Cited by:

    1. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Rebele, James E., 2017. "Accounting education literature review (2016)," Journal of Accounting Education, Elsevier, vol. 39(C), pages 1-31.

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