Use of a Reflective Portfolio to Encourage Learning and to Assess Intended Learning Outcomes in a First-Year Accountancy Course

Abstract

The Accountancy Profession (TAP) course aims to start the process of socialisation of potential professional accountants and to equip students with key skills for their future studies, such as reflective writing. Traditional assessment methods were tried but found to be limited in their ability to assess intended learning outcomes. An eportfolio was trialled and found to offer significant benefits by including a variety of tasks and encouraging continuous learning. This was the first time that this method of assessment was used on the B Acc and it was judged to be effective. We shared our rationale for using an eportfolio, the approach we used and our findings