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dc.contributor.authorPoyatos Matas, Cristina Florencia
dc.contributor.authorNg, Chew
dc.contributor.authorMuurlink, Olav
dc.date.accessioned2018-11-09T12:31:40Z
dc.date.available2018-11-09T12:31:40Z
dc.date.issued2011
dc.date.modified2011-08-15T06:39:12Z
dc.identifier.issn1059-0145
dc.identifier.urihttp://hdl.handle.net/10072/39662
dc.description.abstractFirst 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.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent185203 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherUniversitat Politècnica de Catalunya
dc.publisher.placeSpain
dc.publisher.urihttp://descartes.upc.es/OJS/index.php/jotse/article/viewArticle/11
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom24
dc.relation.ispartofpageto37
dc.relation.ispartofissue1
dc.relation.ispartofjournalJournal of Technology and Science Education
dc.relation.ispartofvolume1
dc.rights.retentionY
dc.subject.fieldofresearchEducation Assessment and Evaluation
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchcode130303
dc.subject.fieldofresearchcode1302
dc.titleUsing the IGCRA (Individual, Group, Classroom Reflective Action) technique to enhance teaching and learning in large accountancy classes
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dcterms.licensehttp://creativecommons.org/licenses/by-nc/3.0/
gro.facultyArts, 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.issued2011
gro.hasfulltextFull Text
gro.griffith.authorPoyatos Matas, Cristina Florencia F.
gro.griffith.authorMuurlink, Olav T.
gro.griffith.authorNg, Chew C.


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