Please use this identifier to cite or link to this item: http://buratest.brunel.ac.uk/handle/2438/9852
Title: Self- and peer-assessment: Evidence from the accounting and finance discipline
Authors: Hassan, OAG
Fox, A
Hannah, G
Keywords: Self-assessment;Peer-assessment;Accuracy;Validity;Students' views
Issue Date: 2014
Publisher: Taylor & Francis
Citation: Accounting Education: An International Journal, 23 (3): 225 - 243, (2014)
Abstract: Self- and peer-assessment of student work is an area that is under-researched in the accounting education literature, although the subject area of study seems to influence the results obtained in prior studies. The current study contributes to the literature by examining the accuracy and construct validity of self- and peer-assessment by accounting students. It also investigates students’ views about these exercises. The findings show that whilst the self- and peer-assessment of students appear to be neither accurate nor valid, the students are positive about the impact of these procedures on their learning experience. These findings indicate that, although instructors might not rely on self- and peer-assessment as measures of students’ performance for the purpose of summative assessment, the exercise may prove useful for formative assessment because it can promote a wide range of transferable skills.
URI: http://www.tandfonline.com/doi/abs/10.1080/09639284.2014.905259#.VL57ADZFB9A
http://bura.brunel.ac.uk/handle/2438/9852
DOI: http://dx.doi.org/10.1080/09639284.2014.905259
ISSN: 0963-9284
Appears in Collections:Dept of Economics and Finance Research Papers

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