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ICT for assessment and feedback on undergraduate accounting modules

Assessment and feedback are fundamental in the teaching and learning process. Assessment defines what is taught and how it is learnt (JISC 2007) and is the way in which students’ knowledge understanding abilities or skills can be tested (QAA 2006). Feedback on assessments is a conduit for facilitating student self-assessment and reflection encouraging positive motivational beliefs and self-esteem and yielding information that teachers can use to help shape teaching and learning (Gibbs & Simpson 2004; Nicol & Macfarlane-Dick 2006; Marriott 2009). However in the UK assessment and feedback have been regularly highlighted by the National Student Survey as a critical aspect that requires improvement (Surridge 2006; Williams & Kane 2009; HEFCE 2009 & 2010).

This research provides a snapshot of current usage of ICT for assessment and feedback on undergraduate accounting modules in a UK Higher Education institution using a case study approach. Section 2 presents the context of three case studies in terms of the institution and its virtual learning environment (VLE) the student cohorts and the modules studied. A discussion of Case Studies 1 and 2 on the use of on-line phased summative and formative assessment is presented in Section 3 together with an analysis of students' perceptions of the technology. The third Case Study relating to the use of screen-cast feedback is discussed and analysed in Section 4 followed by the conclusions section and references.

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