Using classroom assessment techniques to improve student learning in accounting classes

Accounting professors typically hold 2 views of assessment. One focuses on large-scale efforts encouraged by administrators to assess students at key points in their accounting program using instruments such as surveys, achievement tests and focus groups. The other focuses on efforts by professors t...

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Bibliographic Details
Published in:Issues in accounting education 1998-08, Vol.13 (3), p.551
Main Authors: Cottell, Philip G, Harwood, Elaine M
Format: Article
Language:English
Subjects:
Academic Achievement
Accounting
Achievement tests
Cats
Classrooms
College students
Comparative analysis
Education
Educational Needs
Feedback
Feedback (Response)
Focus groups
Instructional Improvement
Learning
Quality Control
Student Empowerment
Student Improvement
Students
Studies
Teachers
Thinking Skills
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Summary:Accounting professors typically hold 2 views of assessment. One focuses on large-scale efforts encouraged by administrators to assess students at key points in their accounting program using instruments such as surveys, achievement tests and focus groups. The other focuses on efforts by professors to assess learning within their classes using written assignments, examinations and discussions with students during class and office hours. The view of the assessment is expanded to include Classroom Assessment Techniques (CAT). CATs are compared to other forms of assessment so professors can decide whether CATs make sense for their classes. The accounting education literature is brought together to suggest CATs that are well suited for accounting. A summary table, examples and suggestions are presented for using these CATs to improve student learning. Highlights are presented of how well CATs fit will recent developments to improve accounting education.
ISSN:0739-3172
1558-7983