Pivoting authentic assessment to an accounting podcast during COVID-19

Halabi, Abdel K.

doi:10.1108/arj-08-2020-0219

Cited by 8 publications

(6 citation statements)

References 14 publications

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“…The complexity of contexts, the opportunity of participating in collaboration work and the formative essence of learning feedback are fundamental elements in the exercise of authentic assessment (Frey et al, 2012;Palm, 2008). Undoubtedly, pandemic brought hard times to display authentic assessment as part of the basic elements while learning in active learning and in competency-based environments (Halabi, 2021;Sutadji et al, 2021).…”

Section: Performance and Authentic Assessment For Competency-based Le...mentioning

confidence: 99%

Learning assessment challenges from students and faculty perception in times of COVID-19: A case study

et al. 2023

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A mixed-method study about the perception of students and faculty around learning assessment practices was conducted in a multicampus competency-based approached Mexican private university. The objective was getting new knowledge about higher education community perception around learning assessment practices, learning outcomes production and how authentic assessment was driven while working on different modalities during the pandemic: remote learning, synchronous hybrid learning, alternate hybrid learning, and on-site modality. A questionnaire, and an interview for faculty and focus groups for students were designed, validated, and conducted. A total of 281 faculty and 908 students participated in this study. The main quantitative results indicate that students who took on-site classes evaluate the variables better than those who took hybrid classes. In addition, students who took remote classes evaluate the authenticity variable better than those who took it in alternate hybrid modality. In the case of the faculty, only the equality variable showed significant differences between the reported modalities. Besides, the main qualitative results indicate that perceptions are quite different between faculty and students while getting their perceptions from an evaluation standards scope. Thus, their perspectives around equality, authenticity, feasibility, reliability and ethics were obtained and discussed against literature. The main conclusions of the study remarked that students and faculty were positive towards most of the execution of learning assessment and learning outcomes practices during the pandemic. Nevertheless, students’ preference of on-site modality was determined as the way they have more opportunities for interacting and learning more from assessment and feedback.

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Section: Performance and Authentic Assessment For Competency-based Le...mentioning

confidence: 99%

Learning assessment challenges from students and faculty perception in times of COVID-19: A case study

et al. 2023

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“…Estas toman elementos novedosos para su presentación que llaman la atención de estudiantes en general (Fu, 2020;Zhao et al, 2021). En este sentido, los videos, las animaciones y los podcasts son las herramientas que mayor aportan a la retención de la atención de los estudiantes, dada su amigabilidad y fluidez en la presentación (Conroy y Kidd, 2022;Halabi, 2021;Hurst, 2019;Kenna, 2022;Valverde, 2016).…”

Section: Problema De Investigaciónunclassified

Pedagogical strategies based on inverted classroom - Integration of ICT in naval technologies at the Escuela Naval de Suboficiales A.R.C. Barranquilla

Campos¹

2023

Reg Cient

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This study explored the interrelation between technology and education, focusing on the implementation of the flipped classroom model in the framework of technology-supported subjects. The convergence between these two fields was analyzed, not only for its contemporary relevance but also for its constant potential in the future. The methodology used was applied research, which facilitated an effective integration of Information and Communication Technologies (ICT) in the conception and development of academic activities. The results obtained showed acceptance and commitment on the part of the students when content was provided to them through multiple formats and platforms. It was concluded that the versatility and accessibility of ICT, applied appropriately, could enhance the students' learning experience. This study, therefore, provided a valuable contribution to understanding how emerging technologies could be effectively utilized in the educational context.

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“…Within a matter of days, academics had to learn and adopt new skills, habits and teaching styles to develop socially distanced ways of delivering lessons and assessing learners. In designing these new methods, academics need to preserve the module learning outcomes, the programme level outcomes and the integrity of assessment, including refining assessment with effective rubrics (Halabi, 2021). For modules that are accredited by PABs, urgent communication and dialogue were initiated to approve the new methods.…”

Section: Sleeping With the Enemymentioning

confidence: 99%

From unrequited love to sleeping with the enemy: COVID-19 and the future relationship between UK universities and professional accounting bodies

Mahameed

Riaz

Gee

2021

ARJ

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Purpose This paper aims to examine the effects of coronavirus disease 2019 (COVID-19) on the relationship between UK universities and professional accounting bodies (PABs) in the context of the accreditation system and how well prepared this relationship was to observe and respond to the pandemic. Design/methodology/approach The research draws on 10 semi-structured interviews and correspondence, with six English universities in the context of their relationship with three PABs to build an extended analytical structure to understand the nature and extent of the accreditation system in light of COVID-19. Findings The study shows that COVID-19 has highlighted pedagogical and ideological conflicts within the PAB–university relationship. The analysis shows that, in an attempt to resolve these conflicts, universities demonstrate “unrequited love” for PABs by limiting changes to assessments to meet the PABs’ criteria. Indeed, PABs face very little resistance from universities. This further constrains academics by suppressing innovation and limiting their scope to learn and adopt new skills, habits and teaching styles. Originality/value The paper highlights the weakness of the PAB–university relationship. Moreover, it shows that rather than using the pandemic crisis to question this relationship, PABs may seek to promote their accounting pedagogy and retain greater control of the accounting curriculum. This can entail the transformation of academics into translators of PABs’ accounting pedagogy rather than exercising academic freedom and promoting critical thinking.

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Pivoting authentic assessment to an accounting podcast during COVID-19

Cited by 8 publications

References 14 publications

Learning assessment challenges from students and faculty perception in times of COVID-19: A case study

Learning assessment challenges from students and faculty perception in times of COVID-19: A case study

Pedagogical strategies based on inverted classroom - Integration of ICT in naval technologies at the Escuela Naval de Suboficiales A.R.C. Barranquilla

From unrequited love to sleeping with the enemy: COVID-19 and the future relationship between UK universities and professional accounting bodies

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