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

Olga Cam; Joan Ballantine

doi:10.1080/09639284.2023.2201274

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

Olga Cam, Joan Ballantine

Research output: Contribution to journal › Article › peer-review

6 Citations (Scopus)

3 Downloads (Pure)

Abstract

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 language	English
Pages (from-to)	578-595
Number of pages	18
Journal	Accounting Education
Volume	32
Issue number	5
Early online date	13 Apr 2023
DOIs	https://doi.org/10.1080/09639284.2023.2201274
Publication status	Published online - 13 Apr 2023

Bibliographical note

Funding Information:
The authors would like to acknowledge comments received from two referees and the Associate Editor of Accounting Education.

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

Keywords

Assessment
autoethnography
dialogical
pandemic
accounting education
Freire

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10.1080/09639284.2023.2201274

Cam & Ballantine (2023) Accounting Education Rethinking Accounting Assessment in a COVID-19Author Accepted Manuscript, 283 KB

Cite this

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

Abstract

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Keywords

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