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Social moderation, assessment and assuring standards for accounting graduates
Citation
Watty, K and Freeman, M and Howieson, B and Hancock, P and O'Connell, B and De Lange, P and Abraham, A, Social moderation, assessment and assuring standards for accounting graduates, Assessment and Evaluation in Higher Education, 39, (4) pp. 461-478. ISSN 0260-2938 (2014) [Refereed Article]
DOI: doi:10.1080/02602938.2013.848336
Abstract
Evidencing student achievement of standards is a growing imperative worldwide.
Key stakeholders (including current and prospective students, government,
regulators and employers) want confidence that threshold learning standards in
an accounting degree have been assured. Australia’s new higher education
regulatory environment requires that student achievements are benchmarked
against intended programme learning outcomes, guided by published disciplinary
standards and a national qualifications framework, and against other higher
education providers. Here, we report on a process involving academics from 10
universities, aided by professional practitioners, to establish and equip assessors
to reliably assure threshold learning standards in accounting that are nationally
comparable. Importantly, we are learning more about how standards are
interpreted. Based on the premise that meaning is constructed from tacit experiences, social interactions and intentional reflection on explicit information, we
report outcomes of three multi-part calibration interventions, situated around
judgements of the quality of the written communication skills exhibited in
student work and their related assessment tasks. Qualitative data from 30
participants in the calibration process suggest that they perceive that the process
both assists them both in developing a shared understanding of the accounting
threshold learning standards and in the redesign of assessment tasks to more validly assess the threshold learning standards.
Item Details
| Item Type: | Refereed Article |
|---|---|
| Keywords: | social moderation, evidencing threshold learning standards, accounting graduates |
| Research Division: | Education |
| Research Group: | Curriculum and pedagogy |
| Research Field: | Economics, business and management curriculum and pedagogy |
| Objective Division: | Education and Training |
| Objective Group: | Learner and learning |
| Objective Field: | Learner and learning not elsewhere classified |
| UTAS Author: | De Lange, P (Professor Paul De Lange) |
| ID Code: | 137230 |
| Year Published: | 2014 |
| Web of Science® Times Cited: | 19 |
| Deposited By: | TSBE |
| Deposited On: | 2020-02-05 |
| Last Modified: | 2020-02-05 |
| Downloads: | 0 |
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