Digital creativity, the use of digital tools and technologies to explore creative ideas and new ways of displaying your ideas, research or work, is emerging as an important competency for graduates across many disciplines. The development of digital creativity competency in domains traditionally perceived as being less creative, including the accounting profession, has yet to be explored. This study reports on the use of an authentic assessment for learning to develop students' digital creativity in an undergraduate competency-based accounting course. It documents the design and development of the assessment and analyses the students' digital creative outputs as well as lived experiences. Although many of the outputs were at a lower level of digital creativity, most of the students appear to have experienced the process positively and gained insight into their course material and need for digital creativity in accounting. The design of the authentic assessment can inform the development of similar assessments in other disciplinary settings.
This study explores differences in students' reading comprehension of International Financial Reporting Standards in a South African financial reporting class with a heterogeneous student cohort. Statistically significant differences were identified for prior academic performance, language of instruction, first language and enrolment in the Thuthuka programme. Where students, in a heterogeneous financial reporting class, require additional interventions to develop their reading comprehension, instructors may need to consider implementing differentiated instruction. Although this study considers South African students, the results may be of interest in other multicultural or multilingual environments, particularly where students also have diverse traits and backgrounds and have to comprehend learning material in a second language.
This study reports on the incorporation of mobile instant messaging (MIM) in assessments, as a collaborative learning tool, to enable students to socially construct knowledge and develop their collaborative problem solving competence, while being assessed individually. In particular, this study explores: what is the extent and timing of students' use of MIM to communicate with other students while being assessed individually? What communicative activities are evident in the content of students' MIM communications while being assessed individually? How do students experience being able to use MIM while being assessed individually? The results of this study's analysis of the messages sent during various assessments suggests that when incorporating MIM into assessments, instructors should consider the objective of those assessments together with the nature (e.g. essay style) and the stakes of the assessments as these appear to influence the extent, timing and content of the instant messaging communications by the students during the assessment. A survey of the students suggested that their experiences of being able to use MIM during assessments were largely positive due to the learning opportunities, collaboration and teamwork, authenticity and equity that the introduction of instant messaging during assessment enabled.
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