Why Do Students Choose Not to Follow All Instructions When Completing Assessment Tasks?

Autor/in	Fleet, Wendy
Titel	Why Do Students Choose Not to Follow All Instructions When Completing Assessment Tasks?
Quelle	In: Accounting Education, 22 (2013) 3, S.299-301 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2013.793919
Schlagwörter	Task Analysis; Decision Making; Evaluation Criteria; Student Attitudes; Test Wiseness; Scoring Formulas; Accounting; Compliance (Psychology); Student Surveys; College Students; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Decision-making; Entscheidungsfindung; Schülerverhalten; Scoring rubrics; Auswertungsbogen; Abrechnung; Buchführung; Buchhaltung; Schülerbefragung; Collegestudent; Ausland; Australien
Abstract	As academics we often assume that allocating marks to a task will influence student decision-making when it comes to completing that task. Marks are used by lecturers to indicate the relative importance of each of the criteria used for marking the assessment task and we expect the student to respond to the marks' allocation. This Postcard suggests that there may be a number of factors that play a role in student decision-making and that just allocating marks to an action or increasing the amount of instruction regarding the action may not mean that students will respond as we might expect. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01