dc.contributor.author | Poyatos Matas, Cristina Florencia | |
dc.contributor.author | Ng, Chew | |
dc.contributor.author | Muurlink, Olav | |
dc.date.accessioned | 2018-11-09T12:31:40Z | |
dc.date.available | 2018-11-09T12:31:40Z | |
dc.date.issued | 2011 | |
dc.date.modified | 2011-08-15T06:39:12Z | |
dc.identifier.issn | 1059-0145 | |
dc.identifier.uri | http://hdl.handle.net/10072/39662 | |
dc.description.abstract | First year accounting has generally been perceived as one of the more challenging first year business courses for university students. Various Classroom Assessment Techniques (CATs) have been proposed to attempt to enrich and enhance student learning, with these studies generally positioning students as learners alone. This paper uses an educational case study approach and examines the implementation of the IGCRA (individual, group, classroom reflective action) technique, a Classroom Assessment Technique, on first year accounting students' learning performance. Building on theoretical frameworks in the areas of cognitive learning, social development, and dialogical learning, the technique uses reports to promote reflection on both learning and teaching. IGCRA was found to promote feedback on the effectiveness of student, as well as teacher satisfaction. Moreover, the results indicated formative feedback can assist to improve the learning and learning environment for a large group of first year accounting students. Clear guidelines for its implementation are provided in the paper. | |
dc.description.peerreviewed | Yes | |
dc.description.publicationstatus | Yes | |
dc.format.extent | 185203 bytes | |
dc.format.mimetype | application/pdf | |
dc.language | English | |
dc.language.iso | eng | |
dc.publisher | Universitat Politècnica de Catalunya | |
dc.publisher.place | Spain | |
dc.publisher.uri | http://descartes.upc.es/OJS/index.php/jotse/article/viewArticle/11 | |
dc.relation.ispartofstudentpublication | N | |
dc.relation.ispartofpagefrom | 24 | |
dc.relation.ispartofpageto | 37 | |
dc.relation.ispartofissue | 1 | |
dc.relation.ispartofjournal | Journal of Technology and Science Education | |
dc.relation.ispartofvolume | 1 | |
dc.rights.retention | Y | |
dc.subject.fieldofresearch | Education Assessment and Evaluation | |
dc.subject.fieldofresearch | Curriculum and Pedagogy | |
dc.subject.fieldofresearchcode | 130303 | |
dc.subject.fieldofresearchcode | 1302 | |
dc.title | Using the IGCRA (Individual, Group, Classroom Reflective Action) technique to enhance teaching and learning in large accountancy classes | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dc.type.code | C - Journal Articles | |
dcterms.license | http://creativecommons.org/licenses/by-nc/3.0/ | |
gro.faculty | Arts, Education & Law Group, School of Languages and Linguistics | |
gro.rights.copyright | © The Author(s) 2011. For information about this journal please refer to the publisher's website or contact the author[s]. Articles are licensed under the terms of the Creative Commons Attribution 3.0 License (http://creativecommons.org/licenses/by-nc/3.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited. | |
gro.date.issued | 2011 | |
gro.hasfulltext | Full Text | |
gro.griffith.author | Poyatos Matas, Cristina Florencia F. | |
gro.griffith.author | Muurlink, Olav T. | |
gro.griffith.author | Ng, Chew C. | |