Social Moderation, Assessment and Assuring Standards for Accounting Graduates

Autor/inn/en	Watty, Kim; Freeman, Mark; Howieson, Bryan; Hancock, Phil; O'Connell, Brendan; de Lange, Paul; Abraham, Anne
Titel	Social Moderation, Assessment and Assuring Standards for Accounting Graduates
Quelle	In: Assessment & Evaluation in Higher Education, 39 (2014) 4, S.461-478 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2013.848336
Schlagwörter	Foreign Countries; Accounting; College Graduates; Academic Standards; College Outcomes Assessment; Evaluators; Intervention; Cooperative Learning; Validity; Interrater Reliability; Writing Skills; Communication Skills; Undergraduate Students; Qualitative Research; Australia + Suchen Sie Ihr Suchwort? Ausland; Abrechnung; Buchführung; Buchhaltung; Hochschulabsolvent; Hochschulabsolventin; Kooperatives Lernen; Gültigkeit; Interrater-Reliabilität; Writing skill; Schreibfertigkeit; Kommunikationsstil; Qualitative Forschung; Australien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10