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STUDENTS’ PERCEPTIONS OF COVID-19-RELATED CHANGES TO THE ASSESSMENT MODEL IN THE POSTGRADUATE DIPLOMA (ACCOUNTING SCIENCE).

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Title: STUDENTS’ PERCEPTIONS OF COVID-19-RELATED CHANGES TO THE ASSESSMENT MODEL IN THE POSTGRADUATE DIPLOMA (ACCOUNTING SCIENCE).
Authors: Wessels, R.1, van Heerden, M.1, Hassan, M.1
Source: South African Journal of Higher Education. Jul2025, Vol. 39 Issue 3, p268-287. 20p.
Subject Terms: *Learning, *Formative evaluation, *Universities & colleges, COVID-19, Time pressure
Abstract: With the advent of the coronavirus disease in 2019 (Covid-19), several higher education institutions worldwide amended their modes of teaching and learning and the administering of assessments. This research was aimed at determining students’ perception of the changes in the assessment model from a sit-down assessment to an online assignment due to Covid-19, with specific reference to the Postgraduate Diploma (Accounting Science). It also aimed to gain insight into the self-reflection procedures that students employed with the different assessments. The study employed a quantitative approach using a survey and quantitative content analysis of the answers to the open-ended questions. Data was collected by sending out a questionnaire to three different population groups, covering both the 2020 and the 2021 class groups. The findings from the questionnaires revealed that both assessment types held advantages, as traditional assessments prepare students for future assessments, whereas assignments prove most advantageous in fostering critical thinking skills and relieving time pressure. The assignment developed certain competencies and skills not otherwise developed, and a combination of both assessments is preferable going forward. [ABSTRACT FROM AUTHOR]
Copyright of South African Journal of Higher Education is the property of Sabinet Online Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: STUDENTS’ PERCEPTIONS OF COVID-19-RELATED CHANGES TO THE ASSESSMENT MODEL IN THE POSTGRADUATE DIPLOMA (ACCOUNTING SCIENCE).
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  Data: <searchLink fieldCode="JN" term="%22South+African+Journal+of+Higher+Education%22">South African Journal of Higher Education</searchLink>. Jul2025, Vol. 39 Issue 3, p268-287. 20p.
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  Data: *<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Formative+evaluation%22">Formative evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Time+pressure%22">Time pressure</searchLink>
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  Label: Abstract
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  Data: With the advent of the coronavirus disease in 2019 (Covid-19), several higher education institutions worldwide amended their modes of teaching and learning and the administering of assessments. This research was aimed at determining students’ perception of the changes in the assessment model from a sit-down assessment to an online assignment due to Covid-19, with specific reference to the Postgraduate Diploma (Accounting Science). It also aimed to gain insight into the self-reflection procedures that students employed with the different assessments. The study employed a quantitative approach using a survey and quantitative content analysis of the answers to the open-ended questions. Data was collected by sending out a questionnaire to three different population groups, covering both the 2020 and the 2021 class groups. The findings from the questionnaires revealed that both assessment types held advantages, as traditional assessments prepare students for future assessments, whereas assignments prove most advantageous in fostering critical thinking skills and relieving time pressure. The assignment developed certain competencies and skills not otherwise developed, and a combination of both assessments is preferable going forward. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of South African Journal of Higher Education is the property of Sabinet Online Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Jul2025
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