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dc.contributor.authorPoyatos Matas, Cristina Florenciaen_US
dc.contributor.authorNg, Chewen_US
dc.contributor.authorMuurlink, Olaven_US
dc.date.accessioned2017-04-24T09:54:06Z
dc.date.available2017-04-24T09:54:06Z
dc.date.issued2011en_US
dc.date.modified2011-08-15T06:39:12Z
dc.identifier.issn20136474en_US
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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent185203 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherUniversitat Politècnica de Catalunyaen_US
dc.publisher.placeSpainen_US
dc.publisher.urihttp://descartes.upc.es/OJS/index.php/jotse/article/viewArticle/11en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom24en_US
dc.relation.ispartofpageto37en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalJournal of Technology and Science Educationen_US
dc.relation.ispartofvolume1en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducation Assessment and Evaluationen_US
dc.subject.fieldofresearchcode130303en_US
dc.titleUsing the IGCRA (Individual, Group, Classroom Reflective Action) technique to enhance teaching and learning in large accountancy classesen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Languages and Linguisticsen_US
gro.rights.copyrightCopyright remains with the authors 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.en_AU
gro.date.issued2011
gro.hasfulltextFull Text


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