Enhanced student learning in accounting utilising web-based technology, peer-review feedback and reflective practices: a learning community approach to assessment

• Published in: Higher education research and development Vol. 34; no. 6; pp. 1251 - 1269
• Main Authors: Taylor, Sue, Ryan, Mary, Pearce, Jon
• Format: Journal Article
• Language: English
• Published: Routledge 02.11.2015
• Subjects: Academic Achievement; Accounting; Accounting education; assessment; Business Administration Education; collaboration; Constructivism (Learning); Cooperative Learning; Educational Benefits; Educational quality; Educational Technology; Electronic Learning; Evaluation methods; Feedback; Feedback (Response); Higher education; Learner Engagement; Learning communities; Outcomes of Education; Peer Evaluation; peer review; reflective learning; Reflective practice; Statistical Significance; Student assessment; Student engagement; Student Evaluation; Student Surveys; Teaching effectiveness; Undergraduate Students; Undergraduate study; University teaching; Web based courses; web-based learning
• ISSN: 0729-4360; 1469-8366
• DOI: 10.1080/07294360.2015.1024625

Higher education is becoming a major driver of economic competitiveness in an increasingly knowledge-driven global economy. Maintaining the competitive edge has seen an increase in public accountability of higher education institutions through the mechanism of ranking universities based on the quality of their teaching and learning outcomes. As a result, assessment processes are under scrutiny, creating tensions between standardisation and measurability and the development of creative and reflective learners. These tensions are further highlighted in the context of large undergraduate subjects, learner diversity and time-poor academics and students. Research suggests that high level and complex learning is best developed when assessment, combined with effective feedback practices, involves students as partners in these processes. This article reports on a four-phase, cross-institution and cross-discipline project designed to embed peer-review processes as part of the assessment in two large, under-graduate accounting classes. Using a social constructivist view of learning, which emphasises the role of both teacher and learner in the development of complex cognitive understandings, we undertook an iterative process of peer review. Successive phases built upon students' feedback and achievements and input from language/learning and curriculum experts to improve the teaching and learning outcomes.