Determinants of Student Attitudes toward Team Exams

Reinig, Bruce A.; Horowitz, Ira; Whittenburg, Gerald E.

doi:10.1080/09639284.2014.908400

Cited by 10 publications

(9 citation statements)

References 25 publications

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“…While the issues of free riding and interpersonal friction endemic to team learning were also reported, students seemed generally to enjoy the interaction with fellow students and recognised the value that their peers added to their learning experience. This finding of students being generally satisfied is in line with other studies on team learning in accounting education (Reinig et al 2014).…”

Section: Resultssupporting

confidence: 92%

“…From the comments it was clear that the opportunity to improve individual marks played a big role in the generally positive view of the assessment retake. Reinig et al (2014) found that student satisfaction increased as more correct switches were made in team assessments, while also effectively improving their individual marks. With 18 students mentioning that the assessment retakes improved their marks, the reasons provided were mostly due to improved understanding and correction of mistakes by team members.…”

Section: Effect On Performancementioning

confidence: 95%

“…The first objective of the study was to determine the perceptions of students on how effective the group assessment retakes were in providing feedback. While many studies on cooperative learning have focused on the effect on performance, it is important to consider how satisfied students are with the learning environment Reinig, Horowitz and Whittenburg 2014). Therefore, the second objective of the study was to determine how well the group tests were received by students.…”

Section: Research Objectivesmentioning

confidence: 99%

“…This in itself is not without problems. Reinig et al (2014) concluded that student evaluations in their study were too sporadic and mixed to reach meaningful conclusions through analysis.…”

Section: Student Acceptancementioning

confidence: 99%

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Improving student assessment feedback in an introductory accounting course through two-stage collaborative assessment

Kruger

2019

SAJHE

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Student feedback is an important part of the formative assessment process. Previous research shows that there is room for improvement in student feedback on accounting education. Various benefits, especially those associated with the development of certain pervasive skills through group learning, have been established through research. The two-stage group examination offers students the opportunity to become active participants in the feedback process, while harvesting the benefits of teamwork. This study involving 24 students enrolled for an introductory accounting course evaluated the efficacy of the two-stage examination as an intervention to improve feedback. Students perceived that examination retakes in a team environment were helpful to establish where they made mistakes and showed them how they could improve their future performance. They could further establish how they performed compared to their peers. The examination retakes also helped to improve their understanding of the work and how they could improve their learning. The intervention was well received by students despite reports of free riding. This study adds to the limited body of research on two-stage exams in accounting education.

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Section: Resultssupporting

confidence: 92%

Section: Effect On Performancementioning

confidence: 95%

Section: Research Objectivesmentioning

confidence: 99%

“…This in itself is not without problems. Reinig et al (2014) concluded that student evaluations in their study were too sporadic and mixed to reach meaningful conclusions through analysis.…”

Section: Student Acceptancementioning

confidence: 99%

See 2 more Smart Citations

Improving student assessment feedback in an introductory accounting course through two-stage collaborative assessment

Kruger

2019

SAJHE

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“…• Teamwork Learning Outcomes Assessment: At some point after the provision of Module Two, faculty should assess whether students have achieved the learning outcomes related to the two modules in the team skills curriculum. This assessment can be of several types, such as review of a sample of student ePortfolios, reflection paper, or multiple-choice exam (Reinig, et al, 2014;Volkov & Volkov 2015). Regardless of the method, such assessments are crucial to evaluate the effectiveness of the implementation of the team skills curriculum at your university, to inform the faculty's continuous improvement of the team skills program, and to document the effectiveness of the program (for example, to use for accreditation).…”

Section: Assessment Of Team Skillsmentioning

confidence: 99%

Developing Team Skills in Accounting Students: A Complete Curriculum

2021

JHETP

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Employers continue to demand increased levels of team and interpersonal skills in graduating accountants. Scholarly and professional works continue to reinforce this demand. Despite this, there remains a dearth of resources available to universities to integrate team skills education into accounting curriculum. This paper directly addresses this issue by providing a specific teamwork curriculum for implementation in accounting programs. In this paper, we detail the team skills required of accounting graduates, provide implementation recommendations, supply a complete set of curriculum resources, and provide assessment templates. This paper reduces the barrier for universities to implement team-skills content within their accounting programs.

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