Flexibility in assessment is usually achieved by giving students choice over the assessment weigh... more Flexibility in assessment is usually achieved by giving students choice over the assessment weighting, type or format, the timing, the criteria, or the overall assessment result. This study, however, demonstrates the development of a flexible assessment regime where students were given the choice to invest in within-semester tasks designed to encourage the development of higher order thinking skills. This was accomplished by incorporating two compulsory summative assessments and two optional tasks focused on the process of learning. Students could choose whether to invest extra time to complete all four tasks, or to concentrate their effort only on the compulsory assessments. Evaluation of the flexible assessment regime was conducted using a survey incorporating quantitative and qualitative questions. The data showed that students came to value the flexible assessment regime by the end of the semester. Qualitative responses indicated students thought they had developed their higher order thinking skills, but were unaware of how these skills were of benefit in their disciplinary context. A follow-up interview study was conducted to further understand students’ responses. These discussions indicated that students thought the assessment options allowed them to scaffold their learning throughout the semester, reduced overall student stress, and encouraged the development of higher order thinking skills. This study therefore demonstrates that flexibility in assessment allows students to take a proactive role in their learning. When combined with activities designed to develop critical thinking, this assessment strategy can be effective in developing higher order thinking skills.
... 527929 Catherine Barratt a , Dean Hanlon b & Michaela Rankin b * Available online: 25... more ... 527929 Catherine Barratt a , Dean Hanlon b & Michaela Rankin b * Available online: 25 Jul 2011. ... Advances in Accounting , 4: 97110. View all references; English, Bonanno, Ihnatko, Webb, & Jones, 19999. English, L., Bonanno, H., Ihnatko, T., Webb, C. and Jones, J. 1999. ...
In this paper we present results of the impact diagnostic testing and associated context-specific... more In this paper we present results of the impact diagnostic testing and associated context-specific workshops have on students' written communication skills in a graduate-level accounting course. We find that students who undertook diagnostic testing performed better in their first semester accounting subject. This improvement is positively associated with student attendance at context-specific writing skills-based workshops. When we extend the analysis to examine the long-term benefits of participation in the academic development program, there is evidence that diagnostic testing has led to sustained improvement in students' writing ability within their final semester accounting subject.
Flexibility in assessment is usually achieved by giving students choice over the assessment weigh... more Flexibility in assessment is usually achieved by giving students choice over the assessment weighting, type or format, the timing, the criteria, or the overall assessment result. This study, however, demonstrates the development of a flexible assessment regime where students were given the choice to invest in within-semester tasks designed to encourage the development of higher order thinking skills. This was accomplished by incorporating two compulsory summative assessments and two optional tasks focused on the process of learning. Students could choose whether to invest extra time to complete all four tasks, or to concentrate their effort only on the compulsory assessments. Evaluation of the flexible assessment regime was conducted using a survey incorporating quantitative and qualitative questions. The data showed that students came to value the flexible assessment regime by the end of the semester. Qualitative responses indicated students thought they had developed their higher order thinking skills, but were unaware of how these skills were of benefit in their disciplinary context. A follow-up interview study was conducted to further understand students’ responses. These discussions indicated that students thought the assessment options allowed them to scaffold their learning throughout the semester, reduced overall student stress, and encouraged the development of higher order thinking skills. This study therefore demonstrates that flexibility in assessment allows students to take a proactive role in their learning. When combined with activities designed to develop critical thinking, this assessment strategy can be effective in developing higher order thinking skills.
... 527929 Catherine Barratt a , Dean Hanlon b & Michaela Rankin b * Available online: 25... more ... 527929 Catherine Barratt a , Dean Hanlon b & Michaela Rankin b * Available online: 25 Jul 2011. ... Advances in Accounting , 4: 97110. View all references; English, Bonanno, Ihnatko, Webb, & Jones, 19999. English, L., Bonanno, H., Ihnatko, T., Webb, C. and Jones, J. 1999. ...
In this paper we present results of the impact diagnostic testing and associated context-specific... more In this paper we present results of the impact diagnostic testing and associated context-specific workshops have on students' written communication skills in a graduate-level accounting course. We find that students who undertook diagnostic testing performed better in their first semester accounting subject. This improvement is positively associated with student attendance at context-specific writing skills-based workshops. When we extend the analysis to examine the long-term benefits of participation in the academic development program, there is evidence that diagnostic testing has led to sustained improvement in students' writing ability within their final semester accounting subject.
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format, the timing, the criteria, or the overall assessment result. This study, however, demonstrates the
development of a flexible assessment regime where students were given the choice to invest in within-semester
tasks designed to encourage the development of higher order thinking skills. This was accomplished by
incorporating two compulsory summative assessments and two optional tasks focused on the process of
learning. Students could choose whether to invest extra time to complete all four tasks, or to concentrate their
effort only on the compulsory assessments. Evaluation of the flexible assessment regime was conducted using
a survey incorporating quantitative and qualitative questions. The data showed that students came to value the
flexible assessment regime by the end of the semester. Qualitative responses indicated students thought they
had developed their higher order thinking skills, but were unaware of how these skills were of benefit in their
disciplinary context. A follow-up interview study was conducted to further understand students’ responses.
These discussions indicated that students thought the assessment options allowed them to scaffold their
learning throughout the semester, reduced overall student stress, and encouraged the development of higher
order thinking skills. This study therefore demonstrates that flexibility in assessment allows students to take a
proactive role in their learning. When combined with activities designed to develop critical thinking, this
assessment strategy can be effective in developing higher order thinking skills.
format, the timing, the criteria, or the overall assessment result. This study, however, demonstrates the
development of a flexible assessment regime where students were given the choice to invest in within-semester
tasks designed to encourage the development of higher order thinking skills. This was accomplished by
incorporating two compulsory summative assessments and two optional tasks focused on the process of
learning. Students could choose whether to invest extra time to complete all four tasks, or to concentrate their
effort only on the compulsory assessments. Evaluation of the flexible assessment regime was conducted using
a survey incorporating quantitative and qualitative questions. The data showed that students came to value the
flexible assessment regime by the end of the semester. Qualitative responses indicated students thought they
had developed their higher order thinking skills, but were unaware of how these skills were of benefit in their
disciplinary context. A follow-up interview study was conducted to further understand students’ responses.
These discussions indicated that students thought the assessment options allowed them to scaffold their
learning throughout the semester, reduced overall student stress, and encouraged the development of higher
order thinking skills. This study therefore demonstrates that flexibility in assessment allows students to take a
proactive role in their learning. When combined with activities designed to develop critical thinking, this
assessment strategy can be effective in developing higher order thinking skills.