The purpose of the two studies presented here was to evaluate the accuracy of students' self-assessment ability, to examine whether this ability improves over time and to investigate whether self-assessment is more accurate if students believe that it contributes to improving learning. To that end, the accuracy of the self-assessments of 3588 first-year students enrolled in a post-secondary institution was studied throughout a semester during which each student made approximately 80 self-assessments about his or her own learning process. These self-assessments were then compared with multiple judgements by peers and tutors. The overall correlations between the scores of self-, peer and tutor assessments suggest weak to moderate accuracy of student self-assessment ability. The findings also reveal an ability effect; students judged as more academically competent were able to self-assess with higher accuracy than their less competent peers. Comparing the accuracy of student self-assessment averaged over four consecutive periods indicates that the accuracy does not improve over time. In a second study, a questionnaire aimed at eliciting student's beliefs about the effects of self-assessment on their learning was administered to 936 first-year students. Based on their responses, sub-groups of students were identified: those who either believed in the usefulness of self-assessment or did not. Results suggest that there is no significant association between student beliefs about the utility of selfassessment and the accuracy of their self-assessments.
The purposes of the present study were two-fold: first, to evaluate whether reflection journal writing was effective in promoting self-reflection and learning, and whether students become better at self-reflection if they engage continuously in reflection journal writing. To that end, the reflection journals of 690 first-year applied science students at a local polytechnic were studied by means of an automated coding procedures using software. Data was collected twice, once at the beginning and again towards the end of an academic year. Outcomes of the textual content analyses revealed that students reflected on both the process and contents of their learning: critical review of past learning experiences, learning strategies and summaries of what was learned. Correlational analyses showed weak to moderate inter-relationships between the textual categories and their classroom and knowledge acquisition test grades. Taken together, the findings suggest that self-reflection on both how and what students have learned does lead to improvements in academic performance, although to a limited extent.
The changing business worldA world in flux CEOs are bracing for change How data analytics disrupt business How analytics enhance our work How data makes a difference Evolving to a data-driven audit Seeing the bigger picture when managing risk Tax, technology, and transformation Advancing insights in consulting Building integrity into information analytics Improving corporate compliance Our recommendations for evolving skill sets The new curriculum: What we recommend I. Technical skills in undergraduate accounting programs II. Technical skills in graduate accounting programs III. Building leaders who will build the future Conclusion Contacts
Driven by rapid technological innovation, information technology (IT) is expected to significantly alter the way that accountants work. However, both accounting researchers and practitioners have observed a shortage of accounting professionals who currently possess the relevant technology skillsets to exploit technological advances. In response, the School of Accountancy of a Singapore-based university launched a second major program in Accounting Data and Analytics in 2018. In this study, we examine the learning effectiveness of two courses – Business Data Management and Data Modelling & Visualization – offered as part of the program. Overall, our results suggest that the courses are effective in enhancing the learning of participants in the areas of business data management, data modelling, and data visualization. These findings are important to students, educators, and employers.
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