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Teaching intervention: final report

By Wilma Teviotdale

Abstract

AIMS\ud I aimed to investigate how to achieve:\ud • a greater student understanding of essay style coursework requirements and particularly accompanying assessment criteria\ud • better performance on essay style coursework \ud • an understanding of whether students transfer this greater understanding to other courseworks.\ud \ud Specific research questions addressed:\ud • Would development of a dialogue between tutor and students assist a greater understanding of assessment criteria in essays set?\ud • Would the use of peer and self assessment help this process of improving understanding of assessment criteria?\ud • Would active engagement of students in reviewing past exemplars of student essays help this process of understanding assessment criteria?\ud • Would a greater understanding of assessment criteria improve performance?\ud • Would students be able to ‘feed forward’ into future courseworks from past experience and demonstrate a reflection on their work to improve performance?\ud \ud SCOPE\ud I undertook this intervention with Accountancy undergraduate students on: \ud • two honours level modules with an eight-week common teaching period in term 1. The modules were Advanced Corporate Reporting (ACR) and Evaluating Corporate Reports (ECR)\ud • a discursive area covering accounting theories underpinning practices in accounting \ud • 66 students, most of whom took part in the first stages of the process; the full process of intervention was carried out on ECR module with 18 students.

Topics: L1, LB2300
Publisher: The University of Huddersfield
OAI identifier: oai:eprints.hud.ac.uk:9541

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