小组评估任务的最佳实践

Q1 Social Sciences Journal of Accounting Education Pub Date : 2022-06-01 DOI:10.1016/j.jaccedu.2022.100770

Lyndie Bayne, Jacqueline Birt, Phil Hancock, Nikki Schonfeldt, Prerana Agrawal

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引用次数: 6

摘要

团队合作技能的发展对未来的就业能力已经被认为是毕业生需要的一项关键技能。本文报告了评估小组工作和团队合作技能发展的最佳实践。我们探讨了“课堂与课外作业”、“选择题与论文风格”以及“在线与纸质”小组评估之间的区别。采访涉及澳大利亚一所大学的两个最后一年财务会计单位的21个关键利益相关者。总体而言，我们发现学生在整个学位期间从各种小组评估类型中感知到团队合作技能发展的价值。介绍了各种小组评估类型的好处和挑战。我们列出了小组评估任务的最佳实践，并提供了提高小组评估在培养团队合作技能方面的有效性的技术。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Best practices for group assessment tasks

The development of teamwork skills for future employability has been noted as a critical skill that graduates require. This paper reports on best practices for the assessment of group work and the development of teamwork skills. We explore distinctions between ‘in-class versus take-home’, ‘multiple choice versus essay style’ and ‘online versus paper-based’ group assessments. Interviews were conducted with 21 key stakeholders involved with two final-year financial accounting units at an Australian university. Overall, we find that students perceive value from a variety of group assessment types throughout their degree for the development of teamwork skills. Benefits and challenges relating to various group assessment types are presented. We tabulate our best practices for group assessment tasks and offer techniques to improve the effectiveness of group assessments in developing teamwork skills.

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来源期刊

Journal of Accounting Education Social Sciences-Education

CiteScore

4.20

自引率

0.00%

发文量

期刊介绍： The Journal of Accounting Education (JAEd) is a refereed journal dedicated to promoting and publishing research on accounting education issues and to improving the quality of accounting education worldwide. The Journal provides a vehicle for making results of empirical studies available to educators and for exchanging ideas, instructional resources, and best practices that help improve accounting education. The Journal includes four sections: a Main Articles Section, a Teaching and Educational Notes Section, an Educational Case Section, and a Best Practices Section. Manuscripts published in the Main Articles Section generally present results of empirical studies, although non-empirical papers (such as policy-related or essay papers) are sometimes published in this section. Papers published in the Teaching and Educational Notes Section include short empirical pieces (e.g., replications) as well as instructional resources that are not properly categorized as cases, which are published in a separate Case Section. Note: as part of the Teaching Note accompany educational cases, authors must include implementation guidance (based on actual case usage) and evidence regarding the efficacy of the case vis-a-vis a listing of educational objectives associated with the case. To meet the efficacy requirement, authors must include direct assessment (e.g grades by case requirement/objective or pre-post tests). Although interesting and encouraged, student perceptions (surveys) are considered indirect assessment and do not meet the efficacy requirement. The case must have been used more than once in a course to avoid potential anomalies and to vet the case before submission. Authors may be asked to collect additional data, depending on course size/circumstances.