Feedforward: The Responses of Accounting Students

Autor/inn/en	Parry, Simon; Bamber, Matt
Titel	Feedforward: The Responses of Accounting Students
Quelle	In: Practitioner Research in Higher Education, 4 (2010) 1, S.62-72 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-1382
Schlagwörter	Graduate Students; Masters Programs; Accounting; Feedback (Response); Student Attitudes; Learning Modules; Performance Based Assessment; Money Management; Decision Making; Assignments; Comparative Analysis; Questionnaires; Likert Scales; Focus Groups; Responses; Student Satisfaction; Minicourses; Teaching Methods; Foreign Countries; Problem Solving; Hypothesis Testing; Mixed Methods Research; United Kingdom + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Abrechnung; Buchführung; Buchhaltung; Schülerverhalten; Learning module; Lernmodul; Leistungsermittlung; Decision-making; Entscheidungsfindung; Assignment; Auftrag; Zuweisung; Fragebogen; Likert-Skala; Kurzlehrgang; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Problemlösen; Hypothesenprüfung; Hypothesentest; Großbritannien
Abstract	Although the theoretical benefits of feedback are generally well established, in practice those benefits can be less than clear. This is particularly the case on shorter courses, where students have limited scope to integrate feedback into future assessment performance. If we accept that one of the key purposes of feedback is to encourage students to reflect on--and subsequently change--their performance, there is a strong argument for feedforward in such cases. This paper analyses the performance of 137 students on an MBA module in financial decision-making. An assignment was delivered to two groups, one of which was involved in a structured feedforward exercise. At the end of the module all students completed an evaluative questionnaire. In addition, a focus group was held with a group of students who had been involved with the feedforward exercise. The study found that increased support and guidance through the feedforward process had no significant impact on student performance, but that student satisfaction increased. The question of performance was found to be intertwined with complex issues of strategic approaches to learning, satisficing behaviour, "spoon-feeding" reactions and workload management. The study points to a need for more qualitative research into students' strategies for assessment. (As Provided).
Anmerkungen	University of Cumbria. Fusehill Street, Carlisle, Cumbria, CA1 2HH, United Kingdom. Tel: +44-1228-616338; e-mail: riple@cumbria.ac.uk; Web site: http://194.81.189.19/ojs/index.php/prhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01