Are They Taking Action? Accounting Undergraduates' Engagement with Assessment Criteria and Self-Regulation Development

Autor/inn/en	Mountain, Karen; Teviotdale, Wilma; Duxbury, Jonathan; Oldroyd, Jenny
Titel	Are They Taking Action? Accounting Undergraduates' Engagement with Assessment Criteria and Self-Regulation Development
Quelle	In: Accounting Education, 32 (2023) 1, S.34-60 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mountain, Karen) ORCID (Teviotdale, Wilma) ORCID (Duxbury, Jonathan) ORCID (Oldroyd, Jenny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2022.2030240
Schlagwörter	Accounting; Undergraduate Students; Metacognition; Formative Evaluation; Feedback (Response); Student Attitudes; Student Improvement; Intervention; Models; Holistic Approach; Teacher Attitudes; College Faculty; Educational Strategies; Evaluation Criteria; Peer Relationship; Teacher Student Relationship; Learning Processes; Business Schools; Foreign Students; English for Special Purposes; English (Second Language); Second Language Learning; Second Language Instruction; Barriers; Student Characteristics; Language of Instruction + Suchen Sie Ihr Suchwort? Abrechnung; Buchführung; Buchhaltung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Analogiemodell; Holistischer Ansatz; Lehrerverhalten; Fakultät; Lehrstrategie; Peer-Beziehungen; Teacher student relationships; Lehrer-Schüler-Beziehung; Learning process; Lernprozess; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching language; Unterrichtssprache
Abstract	Our study aims to investigate whether engaging students with formative assessment and feedback activities could support students' self-regulation, improve performance and improve satisfaction with assessment. The intervention designs are implemented using a novel framework, developed for staff reflection, derived from a self-regulation learning model and formative assessment and feedback principles. Zimmerman's self-regulation model is chosen for a holistic approach, covering all Phases, to investigate the interventions within 3 honours level modules covering 483 students and 9 academic staff. Student views are obtained immediately following interventions from a short questionnaire and statistically analysed; semi-structured staff interviews are analysed thematically from NVivo. Significant improvement in students' confidence and satisfaction with assessments occurs; evidence for improvement in performance and self-regulation is limited. Staff reflection areas are identified with suggestions for more effective feedforward strategies in support of self-regulation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01