Conference Paper/Proceeding/Abstract 167 views
Can Regular Short Testing Improve Student Engagement, Understanding and Motivation ?
Lesley Davies,
Terry Filer
EDULEARN Proceedings, Volume: 1, Pages: 4367 - 4367
Swansea University Authors: Lesley Davies, Terry Filer
Full text not available from this repository: check for access using links below.
DOI (Published version): 10.21125/edulearn.2024.1091
Abstract
Swansea University Educators have been utilising short term testing through fortnightly online tests using the Canvas quiz learning platform to first year university economics students studying accountancy for the first time, and final year taxation students.The aim of this study is to capture stude...
| Published in: | EDULEARN Proceedings |
|---|---|
| ISBN: | 978-84-09-62938-1 |
| ISSN: | 2340-1117 |
| Published: |
IATED
2024
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| Online Access: |
Check full text
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa67162 |
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2024-07-25T15:27:13Z |
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2024-11-25T14:19:37Z |
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2024-09-16T12:54:53.0758582 v2 67162 2024-07-23 Can Regular Short Testing Improve Student Engagement, Understanding and Motivation ? 36f4ca6b3580f07dc335cc15c6922e41 Lesley Davies Lesley Davies true false 6936caa99ab208f4ee91ff11dba757e2 Terry Filer Terry Filer true false 2024-07-23 CBAE Swansea University Educators have been utilising short term testing through fortnightly online tests using the Canvas quiz learning platform to first year university economics students studying accountancy for the first time, and final year taxation students.The aim of this study is to capture student feedback on whether this approach and the methods used to prepare students for this assessment method has been helpful to their taxation and accounting learning. It also incorporates looking at the effect on engagement, understanding and motivation.The direction of the study involved first year economics students having little, or no accounting background completing four short thirty minute tests, with the best three marks from the test contributing to their final grade. The taxation students completed five compulsory short tests worth 5% each contributing towards their final grade.The study will also seek to compare student preference to alternative assessment types such as essay’s, midterm tests, group work or a final examination only.We seek to gather the information required via questionnaires to current and previous taxation and economics students to compare assessment preference, the learning approach, and its suitability to the subject of study.This paper seeks to inform taxation and accounting and economics educators on the benefits and disadvantages of using short testing as part of module assessment, focusing on the benefits of using an online platform for example providing students with immediate feedback, reduced marking load for educators, creating essential building blocks for accounting learning, self-paced learning and student familiarity with the VLE. Conference Paper/Proceeding/Abstract EDULEARN Proceedings 1 4367 4367 IATED 978-84-09-62938-1 2340-1117 Taxation, accounting, regular testing, online testing 1 7 2024 2024-07-01 10.21125/edulearn.2024.1091 16th International Conference on Education and New Learning Technologies, 1-3 July 2024Location: Palma, Spain COLLEGE NANME Management School COLLEGE CODE CBAE Swansea University 2024-09-16T12:54:53.0758582 2024-07-23T11:42:42.3924596 Faculty of Humanities and Social Sciences School of Management - Accounting and Finance Lesley Davies 1 Terry Filer 2 |
| title |
Can Regular Short Testing Improve Student Engagement, Understanding and Motivation ? |
| spellingShingle |
Can Regular Short Testing Improve Student Engagement, Understanding and Motivation ? Lesley Davies Terry Filer |
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Can Regular Short Testing Improve Student Engagement, Understanding and Motivation ? |
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Can Regular Short Testing Improve Student Engagement, Understanding and Motivation ? |
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Can Regular Short Testing Improve Student Engagement, Understanding and Motivation ? |
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Can Regular Short Testing Improve Student Engagement, Understanding and Motivation ? |
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Can Regular Short Testing Improve Student Engagement, Understanding and Motivation ? |
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36f4ca6b3580f07dc335cc15c6922e41_***_Lesley Davies 6936caa99ab208f4ee91ff11dba757e2_***_Terry Filer |
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Lesley Davies Terry Filer |
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Swansea University Educators have been utilising short term testing through fortnightly online tests using the Canvas quiz learning platform to first year university economics students studying accountancy for the first time, and final year taxation students.The aim of this study is to capture student feedback on whether this approach and the methods used to prepare students for this assessment method has been helpful to their taxation and accounting learning. It also incorporates looking at the effect on engagement, understanding and motivation.The direction of the study involved first year economics students having little, or no accounting background completing four short thirty minute tests, with the best three marks from the test contributing to their final grade. The taxation students completed five compulsory short tests worth 5% each contributing towards their final grade.The study will also seek to compare student preference to alternative assessment types such as essay’s, midterm tests, group work or a final examination only.We seek to gather the information required via questionnaires to current and previous taxation and economics students to compare assessment preference, the learning approach, and its suitability to the subject of study.This paper seeks to inform taxation and accounting and economics educators on the benefits and disadvantages of using short testing as part of module assessment, focusing on the benefits of using an online platform for example providing students with immediate feedback, reduced marking load for educators, creating essential building blocks for accounting learning, self-paced learning and student familiarity with the VLE. |
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2024-07-01T14:35:23Z |
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