The Impact of Changes to Finance-Major Assessment Structures on Student Engagement and Success
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| Title: | The Impact of Changes to Finance-Major Assessment Structures on Student Engagement and Success |
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| Language: | English |
| Authors: | Burrow, Michael, McIver, Ron P. |
| Source: | International Journal of Teaching and Learning in Higher Education. 2012 24(1):122-127. |
| Availability: | International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2012 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education |
| Descriptors: | Learner Engagement, Majors (Students), Success, Satisfaction, Foreign Countries, Outcomes of Education, Verbal Communication, Evaluation, Academic Achievement, Money Management, Course Content |
| Geographic Terms: | Australia |
| ISSN: | 1812-9129 |
| Abstract: | Analysis of assessment activities that encourage student engagement and attainment of higher-order cognitive outcomes within Bloom's Taxonomy (deep learning; Anderson & Krathwohl, 2001) supports greater use of individual and group presentations, research reports, and open-book exams. Consistent with this analysis this paper outlines changes made to the assessment structures of three final-year finance-major courses and details the impact on student engagement and success. It was found that the changed assessment structures were associated with enhanced student engagement, satisfaction and success. It was also found that the changes to the forms of assessment enhanced the development of students' verbal and written communication abilities and did not detract from the quantitative emphasis required of finance majors. (Contains 2 tables.) |
| Abstractor: | As Provided |
| Number of References: | 22 |
| Entry Date: | 2012 |
| Accession Number: | EJ977204 |
| Database: | ERIC |
| Abstract: | Analysis of assessment activities that encourage student engagement and attainment of higher-order cognitive outcomes within Bloom's Taxonomy (deep learning; Anderson & Krathwohl, 2001) supports greater use of individual and group presentations, research reports, and open-book exams. Consistent with this analysis this paper outlines changes made to the assessment structures of three final-year finance-major courses and details the impact on student engagement and success. It was found that the changed assessment structures were associated with enhanced student engagement, satisfaction and success. It was also found that the changes to the forms of assessment enhanced the development of students' verbal and written communication abilities and did not detract from the quantitative emphasis required of finance majors. (Contains 2 tables.) |
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| ISSN: | 1812-9129 |
