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Students' approaches to assessment in accounting education : the unique student perspective
In accounting education, most Student Approaches to Learning (SAL) research has investigated the relationship between students' performance and their approaches to learning. Relatively limited research has been conducted on how assessment practices influence the quality of students' learning from the students' perspective. This paper seeks to address this gap in the accounting education literature. The research is centred on a large Australian undergraduate accounting degree delivered in Australia, Singapore and Hong Kong. Focus group interviews were conducted with students across the three locations. The research results reveal that: (1) it is the English competency of students that has the most important impact on students' completion of set assessment tasks and thus their approach to learning; (2) it is the way in which assessment is designed and written and the way lecturers convey their expectations about how assessment will be undertaken that is crucial to how students from various countries perform in that assessment; and (3) students' approaches to assessment and their preferred assessment tasks are not homogeneously based on cultural background.
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Journal
Accounting education : an international journalVolume
19Issue
3Pagination
219 - 234Publisher
RoutledgeLocation
London, EnglandPublisher DOI
ISSN
0963-9284eISSN
1468-4489Language
engPublication classification
C1.1 Refereed article in a scholarly journalCopyright notice
2010, Taylor & FrancisUsage metrics
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