Final Year Accounting Undergraduates’ Attitudes to Group Assessment and the Role of Learning Logs

Joan Ballantine, Patricia McCourt Larres

Research output: Contribution to journalArticle

24 Citations (Scopus)

Abstract

Group assessment now plays a significant role in higher education. Existing researchhas identified a number of benefits that derive from group assessment including the development of generic skills and the promotion of deeper learning. Despite its importance as a learning tool, there has been little research reported in the accounting literature, which has examined accounting students’ attitudes towards the use of group assessment. This paper attempts to address this deficiency by exploring students’ attitudes to the use of group assessment, in terms of group dynamics and generic skills development, in a cooperative learning environment within a final year undergraduate accounting module. In addition, the study analyses students’ attitudes to maintaining a journal or learning log, which recorded the group’s experience of completing the group assessment. Specifically, the study considers whether students’ attitudes differ according to academic ability and it proffers explanations for the findings.
LanguageEnglish
Pages163-183
JournalAccounting Education
Volume16
Issue number2
DOIs
Publication statusPublished - 2007

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learning
Group
student
group dynamics
cooperative learning
Undergraduate
learning environment
promotion
Student attitudes
ability
education
experience
Generic skills
Deep learning
Group dynamics
Module
Skill development
Learning environment
Accounting students
Cooperative learning

Cite this

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Final Year Accounting Undergraduates’ Attitudes to Group Assessment and the Role of Learning Logs. / Ballantine, Joan; McCourt Larres, Patricia.

In: Accounting Education, Vol. 16, No. 2, 2007, p. 163-183.

Research output: Contribution to journalArticle

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