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Formative assessments and the students’ performance in accounting

Formative assessments and the students’ performance in accounting
Formative assessments and the students’ performance in accounting
The students’ performance is generally affected by the learning/teaching styles match and students’ efforts. Formative assessments improve the classroom’s academic standards and produce significant learning gains that reflected in their results. This paper investigates the effects of two formative assessments on the students’ efforts and consequently on their performance in accounting. Two formative assessments were applied; a traditional questions and answers assessment and interactive Multiple-choices tests in which a famous TV show (Who Wants to be Millionaire) simulation slides were used. Accounting and finance students enrolled in two modules taxation and accounting at Southampton University were surveyed. These assessments were run over two academic years (2014-15 and 2015-16) for two undergraduate and postgraduate modules in Southampton University.
The initial results indicate that using interactive Multiple-choices has improved the students’ performance in both under and postgraduate modules by encouraging them to do more efforts in their modules. Moreover this Multiple-choices assessment has improved their attendance levels and the two-way feedbacks indicate that this assessment has suited most of their learning styles.

Accounting Education, assessment, formative assessment, students’ performance.
Al Kaddour, Mohamed
a5ecb140-4e4c-4708-94bc-4390b737c9e7
Broad, Martin
81955ffa-a9d3-42cd-99c8-52e06cd67424
Al Kaddour, Mohamed
a5ecb140-4e4c-4708-94bc-4390b737c9e7
Broad, Martin
81955ffa-a9d3-42cd-99c8-52e06cd67424

Al Kaddour, Mohamed and Broad, Martin (2017) Formative assessments and the students’ performance in accounting 13 pp.

Record type: Conference or Workshop Item (Paper)

Abstract

The students’ performance is generally affected by the learning/teaching styles match and students’ efforts. Formative assessments improve the classroom’s academic standards and produce significant learning gains that reflected in their results. This paper investigates the effects of two formative assessments on the students’ efforts and consequently on their performance in accounting. Two formative assessments were applied; a traditional questions and answers assessment and interactive Multiple-choices tests in which a famous TV show (Who Wants to be Millionaire) simulation slides were used. Accounting and finance students enrolled in two modules taxation and accounting at Southampton University were surveyed. These assessments were run over two academic years (2014-15 and 2015-16) for two undergraduate and postgraduate modules in Southampton University.
The initial results indicate that using interactive Multiple-choices has improved the students’ performance in both under and postgraduate modules by encouraging them to do more efforts in their modules. Moreover this Multiple-choices assessment has improved their attendance levels and the two-way feedbacks indicate that this assessment has suited most of their learning styles.

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More information

In preparation date: 2017
Keywords: Accounting Education, assessment, formative assessment, students’ performance.

Identifiers

Local EPrints ID: 412300
URI: http://eprints.soton.ac.uk/id/eprint/412300
PURE UUID: 19dbe0ad-17fb-4bcf-875c-643bf0638a93

Catalogue record

Date deposited: 17 Jul 2017 13:27
Last modified: 17 Jul 2017 13:27

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