Fit for Purpose: A Framework for Developing and Assessing Complex Graduate Attributes in a Changing Higher Education Environment

Autor/inn/en	Sin, Samantha; McGuigan, Nicholas
Titel	Fit for Purpose: A Framework for Developing and Assessing Complex Graduate Attributes in a Changing Higher Education Environment
Quelle	In: Accounting Education, 22 (2013) 6, S.522-543 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2013.847320
Schlagwörter	Accounting; Undergraduate Students; College Graduates; Student Characteristics; Student Evaluation; Foreign Countries; Educational Change; Educational Environment; Academic Standards; Validity; Best Practices; Learning Activities; Educational Innovation; Teacher Collaboration; Formative Evaluation; Feedback (Response); Cooperative Learning; Models; Assignments; Student Educational Objectives; Australia + Suchen Sie Ihr Suchwort? Abrechnung; Buchführung; Buchhaltung; Hochschulabsolvent; Hochschulabsolventin; Schulnote; Studentische Bewertung; Ausland; Bildungsreform; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Gültigkeit; Lernaktivität; Instructional innovation; Bildungsinnovation; Lehrerkooperation; Kooperatives Lernen; Analogiemodell; Assignment; Auftrag; Zuweisung; Australien
Abstract	This paper provides an assessment framework for shared collaboration among accounting educators. Key developments in higher education more broadly and challenges specific to accounting education are synthesised to identify their combined effects on the accounting curriculum and on accounting academics in fulfilling the teaching component of their academic role. The issue of assessment validity for complex graduate attributes that invariably encompass skills, disposition and values--beyond technical knowledge--is highlighted. This paper draws on multi-disciplinary research and principles of best practice to provide a framework to design innovative assessments. The framework is then used to illustrate the support and design of a set of assessment learning activities targeting graduate attributes. The authors also intend to share the framework with peers and to promote debate and further development to counter some of the challenges presently confronting accounting education in the already resource-scarce and high-demand higher education sector. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01