Using Rubrics to Assess Accounting Learning Goal Achievement

2015 ◽  
Vol 31 (1) ◽  
pp. 17-28 ◽  
Author(s):  
Thomas F. Schaefer ◽  
Jennifer Sustersic Stevens
Keyword(s):  
Student Assessment ◽  
Program Assessment ◽  
Goal Achievement ◽  
Assessment Process ◽  
Learning Goals ◽  
Learning Assessment ◽  
Learning Goal ◽  
Accounting Measurement ◽  
Qualitative Feedback ◽  
Teaching Learning

ABSTRACT This paper illustrates the development and use of rubrics to improve the learning assessment process and enhance the teaching-learning relationship. We highlight the multidimensional benefits of rubrics as valuable tools for student assessment (grading), course assessment (at the instructor level), and program assessment (at the administrator/curriculum committee/accreditation level). Moreover, rubrics may improve qualitative feedback on learning to students and instructors. Development of effective rubrics is framed in terms of learning goals, measurable learning outcomes, choice of assessment vehicle/assignment, and use of data collected from rubrics for feedback and/or improvement. The paper then offers an example set of rubrics designed to assess student achievement of three learning goals common to many undergraduate accounting programs: accounting measurement, research, and critical thinking. This paper may prove useful for instructors looking to use rubrics to improve the teaching-learning process and concurrently evaluate learning goal achievement for course or program assessment. As an auxiliary benefit, the use of scoring rubrics may simplify grading, as well as data collection in documenting assurance of learning for accreditation purposes.

scholarly journals Effectiveness of Curriculum Design in the Context of Outcome Based Education (OBE)

2019 ◽  
Vol 8 (6) ◽  
pp. 648-651
Keyword(s):  
Continuous Improvement ◽  
Curriculum Design ◽  
Assessment Process ◽  
Learning Assessment ◽  
Educational Institutions ◽  
National Board ◽  
The Real ◽  
Outcome Based Education ◽  
Teaching Learning ◽  
Almost All

Outcome Based Education (OBE) is now a days becoming a mandate in almost all higher educational institutions across the country as it turned out to be an authorized signatory member of Washington Accord (WA) in 2014 through the National Board of Accreditation (NBA). The fundamental concept of outcome-based education is to ensure continuous improvement at all levels of teaching – learning – assessment process. Though there are several programmes were organized to build the competency of OBE, the present traces of implementation of OBE in educational institutions clearly demonstrate the lack of understanding the real implementation of OBE and strictly it is a serious concern. Even these traces are observed in the programs, which are accredited. In the present paper, an attempt has been made to enable the stakeholders to truly understand some of the basic elements of OBE, which will really help them to deploy the philosophy of OBE in the way it is expected for continuous improvement.

Kids Say the Darndest Things: PETE Program Assessment through the Eyes of Students

2008 ◽  
Vol 27 (1) ◽  
pp. 4-20 ◽  
Author(s):  
Bryan McCullick ◽  
Mike Metzler ◽  
Seref Cicek ◽  
Josephine Jackson ◽  
Brad Vickers
Keyword(s):  
Teacher Education ◽  
Physical Education ◽  
Student Teachers ◽  
Student Assessment ◽  
Program Assessment ◽  
National Standards ◽  
Assessment Process ◽  
Communication Management ◽  
Physical Education Teacher Education ◽  
Pete Programs

An ever-increasing focus on accountability in teacher education has augmented the importance of physical education teacher education (PETE) programs to develop procedures for assessing their candidates and completers—the student teachers (STs). Finding out what students think, know, and feel about STs’ teaching ability is yet another valuable source of data that can assist in the assessment process. The purpose of this study was twofold: (a) to examine students’ perspectives of STs’ effectiveness as a window into the effectiveness of a PETE program, and (b) to identify students’ ability to provide valuable feedback to PETE programs on how well STs meet the NASPE National Standards for Beginning Physical Education Teachers (NSBPET). Using the NASPE/NCATE standards as a framework, a set of interview questions was developed to elicit students’ perspectives of the STs’ performance. Findings were inductively analyzed and indicated that STs were able to meet some of the NASPE/NCATE standards and that students can be valuable data sources regarding STs’ competence in Content Knowledge, Diverse Learners, Communication, Management and Motivation, Planning and Instruction, Student Assessment, and Reflection. Students were less able to provide insight into STs’ performance in Growth and Development, Technology, and Collaboration. Overall, these findings suggest that students can be counted on as a source of evidence to complement a thorough and fruitful program assessment.

scholarly journals LEARNING COMMUNITY AS STRATEGY IN IMPROVING STUDENTS’ SPEAKING SKILL

2013 ◽  
Vol 4 (2) ◽  
pp. 146-157
Author(s):  
Syarfuni
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Role Model ◽  
Assessment Process ◽  
Learning Assessment ◽  
Model Learning ◽  
Learning Group ◽  
Working Together ◽  
Contextual Teaching ◽  
Teaching Learning

The goal of this writing is to explore the learning speaking through learning community. Learning community is of element of contextual teaching and learning. Contextual teaching and learning (CTL) is approaches to be most effective in student learning, teachers must plan, implement, reflect upon, and revise lessons. Such plans are based on CTL principles and approaches that require teachers to serve in the following roles: facilitator, organizer of the teaching/learning/assessment process, role model, learning mentor, content specialist, and knowledge dispenser. A learning community is a model of teaching and learning that has been consistently shown to improve students’ speaking. The reason why learning community can enhance the students’ in expressing idea because it has the meaning as follows: 1).Group of learning which communicate to share the idea and experience, 2).Working together to solve the problem and 3).The responsibility of each member of learning group.

Use of E-Assessment to Support Assessment of Economic Learning during the Covid-19 Pandemic

2021 ◽  
Vol 4 (3) ◽  
pp. 1
Author(s):  
Cholifah Punta Rinatamin ◽  
Sigit Santosa ◽  
Muhtar Muhtar
Keyword(s):  
Secondary Education ◽  
Descriptive Analysis ◽  
Student Assessment ◽  
Assessment Process ◽  
Learning Assessment ◽  
Analysis Method ◽  
Student Activity ◽  
The World ◽  
Teachers And Students

<p class="TableParagraph"><em>The closure of schools, not only disrupts teaching for students around the world but also affects assessments and causes many exams to be postponed or canceled. The purpose of this study was to determine the e-assessment media used and the barriers for teachers to carry out assessments of economic learning in secondary education units in Indonesia during the Covid-19 pandemic. This research uses descriptive analysis method. The results showed that 59.1% of teachers used google classroom as a medium for assessment and the rest used other applications in the learning assessment process. The obstacles faced include geographical conditions, device specifications, and the level of student activity. The use of this application is tailored to the needs and abilities of teachers and students in combining technology and student assessment needs.</em></p>

Innovation in the teaching-learning process: the case of Kahoot!

2019 ◽  
Vol 27 (1) ◽  
pp. 35-45 ◽  
Author(s):  
Juan José Guardia ◽  
José Luis Del Olmo ◽  
Iván Roa ◽  
Vanesa Berlanga
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Learning Process ◽  
Design Methodology ◽  
Participatory Evaluation ◽  
Assessment Process ◽  
Learning Assessment ◽  
Content Type ◽  
Teaching Learning ◽  
Innovation In Higher Education

Purpose In recent years, a process of reform and innovation in higher education has been witnessed. A change in the evaluation of student learning in universities is necessary for new teaching-learning proposals to be developed. The authors propose implementing a learning assessment process based on the idea of participatory evaluation, verifying the benefits of this method in the acquisition of cross-disciplinary skills. Design/methodology/approach The method implemented follows the principles of action research. Findings The Kahoot! app has an effect on the teaching-learning process and on the training skills and academic performance measured through the student’s grades. Originality/value This paper presents an innovation proposal that aims to observe how students acquire more competences.

scholarly journals Interdisciplinary aspects in organizing the Music Education lessons

2021 ◽  
Vol 24 (1) ◽  
pp. 252-261
Author(s):  
Alexandra-Ioana Homone
Keyword(s):  
Online Education ◽  
Music Education ◽  
Assessment Process ◽  
Learning Assessment ◽  
New Knowledge ◽  
New Challenges ◽  
Teaching Learning ◽  
High Level ◽  
Didactic Strategies ◽  
Special Circumstances

Abstract The 21st century brings many changes in the education system regarding the teaching-learning-assessment process. Moving the importance from knowledge to the skills gained by the student requires the rethinking of the didactic strategies, and interdisciplinarity wins more and more in front of the monodisciplinary activities. On the other hand, the presence of technology in the traditional space dedicated to learning has led to the creation of new contexts in which the students can acquire new knowledge, develop skills trained in different subjects. The special circumstances in which school has been in 2020 put the importance of technology on a high level in the teaching-learning-assessment process. Online education has brought new challenges, which have added personal concerns for interactive and interdisciplinary activities. Therefore, our paper presents several ways of approaching interdisciplinarity in Music Education lessons, providing solutions validated by the results obtained in activities with students.

Leitura crítica: Por uma escola que se posiciona

2020 ◽  
Author(s):  
Richard Fernandes de Oliveira ◽  
Iran Ferreira de Melo
Keyword(s):  
Sexual Violence ◽  
Language Teaching ◽  
Gender And Sexuality ◽  
Learning Assessment ◽  
Critical Reading ◽  
Reading Practices ◽  
Self Assessment ◽  
Educational Vision ◽  
The Media ◽  
Teaching Learning

With this work, we aim to propose a didactic application of the news genre, from the perspective of critical reading practices in Portuguese language teaching, to approach the experiences of dissident gender and sexuality people who are being viewed and represented by the media hegemonic in Brazil. Therefore, we offer teachers 5 texts and 10 activities that can be used for the development of a didactic project that articulates several areas of knowledge and that is also built from an educational vision that dialogues reading, criticism , teaching, learning, assessment and self-assessment. In this sense, due to the theme we are dealing with, we assume a political-epistemological tone combating gender and sexual violence, with education being our battlefield.

scholarly journals Specialization-Specific Course Assessments Integrated for Program Assessment

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Qurban A. Memon ◽  
Adnan Harb ◽  
Shakeel Khoja
Keyword(s):  
Developing Countries ◽  
Program Assessment ◽  
Assessment Process ◽  
Industrial Environment ◽  
Engineering Program ◽  
Software Program ◽  
Program Application

The program assessment process combines assessments from individual courses to generate final program assessment to match accreditation benchmarks. In developing countries, industrial environment is not diversified to allow graduating engineers to seek jobs in all disciplines or specializations of an engineering program. Hence, it seems necessary to seek evolution of an engineering program assessment for specialized requirements of the industry. This paper describes how specialization-specific courses’ assessments are grouped per requirements and then integrated towards overall program assessment. A software program application is developed to automate this development to reduce assessment work and show equivalently as integration of specialization-specific assessments per outcome per term. The implementation also shows how outcomes are integrated per specialization-specific courses in order to judge the implementation of the program assessment. This effort is expected to help stake holders of the program to judge evolution and quality of specialization tracks vis-à-vis expectations of the local industry.

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