Rethinking accounting assessment in a COVID-19 world: application of a dialogical approach

Olga Cam, Joan Ballantine

Research output: Contribution to journalArticlepeer-review


While the COVID-19 pandemic significantly impacted the higher education sector, it also provided opportunities for accounting academics to rethink their assessment strategy. This paper adds to the limited literature which has reported on how accounting academics responded to such an opportunity. Drawing on Freire’s dialogical education theory as the theoretical underpinning, we provide an autoethnographic account of an academic’s experience of championing a dialogical informed assessment. Focusing on assessment, this autoethnographic study contributes to the growing dialogic pedagogy accounting education literature and challenges accounting academics to consider engaging in an open-book portfolio assessment informed by the dialogical education approach.
Original languageEnglish
Pages (from-to)1-18
Number of pages18
JournalAccounting Education
Early online date13 Apr 2023
Publication statusPublished online - 13 Apr 2023

Bibliographical note

Publisher Copyright:
© 2023 Informa UK Limited, trading as Taylor & Francis Group.


  • Assessment
  • autoethnography
  • dialogical
  • pandemic
  • accounting education
  • Freire


Dive into the research topics of 'Rethinking accounting assessment in a COVID-19 world: application of a dialogical approach'. Together they form a unique fingerprint.

Cite this