Fostering deep and active learning through assessment
- 1 June 1996
- journal article
- research article
- Published by Taylor & Francis Ltd in Accounting Education
- Vol. 5 (2), 103-119
- https://doi.org/10.1080/09639289600000013
Abstract
Pressures on the unit of resources within higher education are noted and the possible implications for assessment practice considered. There is a tension between low-cost and high-quality assessments, yet assessment appears to drive the students' agenda and requires careful thought if the programme design is to lead to high-quality learning outcomes. A theoretical framework is presented with the purpose of developing an assessment strategy which will enhance the quality of learning by the student. A case study of an introductory accounting module is described and issues of teaching, learning and assessment are explored. A message of hope is signalled; it may be possible to foster deep learning through assessments which engage the student actively with the subject, despite the apparent constraints acting upon academics.Keywords
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