education articles, monographs and selected books on
the articles listed below from the 1998 to current Issues in Accounting
Education are available via the electronic journal option for AAA
Issues in Accounting Education journal articles:
Akers, M.D. D.E. Giacomino, and J.P. Trebby. 1997. Designing and
implementing an accounting assessment program. Issues in Accounting
Education 12 (2): 259-280.
The paper describes the planning and implementation of an assessment program at
Marquette University. The article examines the formation of an assessment team,
development of student outcomes, identification of identifiable goals, the
development of measurement tools, and the identification of methods for
Apostolou, B.A. 1999. Outcomes assessment. Issues in Accounting
Education 14 (1): 177-197.
This article provides an overview of assessment principles and summarizes some
of the key research related to assessment practices. It includes an extensive
bibliography that includes several references to empirical research pertaining
O.H., and C.W. Chow. 1999. The balanced scorecard: A potential tool for
supporting change and continuous improvement in accounting education. Issues
in Accounting Education 14 (3): 395-412.
This article shows how the balanced scorecard system can be used to assess an
accounting program's mission and objectives and serve to provide continuous
R.F, J.H. Lindgren, and S.E. Perry. 1994. Designing an assessment program for
accounting. Issues in Accounting Education 9 (1): 11-27.
This article discusses problems associated with the design and implementation
of an assessment program. It describes several types of measurable student
outcomes and presents a matrix of methods and techniques for assessing student
E.M., and J.R. Cohen. 1999. Classroom assessment: Educational and research
opportunities. Issues in Accounting Education 14 (4): 691-724.
This article reviews existing educational and research opportunities in the
area of classroom assessment. It includes a review of the current literature
and discusses how classroom assessment techniques can be used in an accounting
classroom. The authors take the position that classroom assessment techniques
can be used to improve accounting education.
H.C. III, and D. Izard. 1992. Outcomes assessment of accounting majors.
Issues in Accounting Education 7 (1): 1-17.
This article describes an assessment process from design considerations to
implementation and use of assessment results.
S.L., R.P. Marquette, and D.H. Olsen. 1998. Outcomes assessment programs:
Historical perspective and state of the art. Issues in Accounting
Education 13 (4): 851-868.
This article presents an historical perspective of assessment and accreditation
processes. The paper also includes the results of a survey designed to
determine the degree to which outcomes assessment has been implemented by
accounting programs in colleges and universities. At the time of the study, it
was determined that outcomes assessment was not as widely practiced as might be
J.R., 1998. Evaluating faculty based on student opinions: Problems,
implications and recommendations from Derning's theory of management
perspective. Issues in Accounting Education 13 (4): 1079-1094.
This article discusses the potential flawed assumptions of using student
evaluations to assess teaching.
D.V., S.P. Ravenscroff, S.K. Wolcott, and E. Zlotkowski. 2000. Service-learning
outcomes: Guidelines for educators and researchers. Issues in Accounting
Education 15 (4): 657-692.
This article provides an overview of service-learning research on student
outcomes related to intellectual skills, and student personal outcomes.
B.P., J.E. Campbell, and H.M. Hermanson. 2000. An assessment program for
accounting: Design, implementation, and reflection. Issues in Accounting
Education 15 (4): 553-581.
This paper describes the implementation of an assessment program at a large
public university. The article includes an extensive listing and description of
the assessment methods and techniques employed. Several standardized
examinations and methods are described. The authors also discuss 18 lessons
learned during the planning, implementation, and use of the assessment program.
Astin, A.W. 1991. Assessment for Excellence: The Philosophy and
Practice of Assessment and Evaluation in Higher Education. New York: The
American Council on Education/Macmillan Series on Higher Education.
This volume discusses the state of the art in assessment at the beginning of
the 1990s. Astin also discusses assessment design and provides guidance on how
to analyze assessment data. Assessment is explored at both a conceptual and
practical level. The appendix summarizes some of the basic statistical tools
and procedures for analyzing assessment data.
C.A., and T.W. Banda. 1999. Assessment Essentials: Planning, Implementing,
and Improving Assessment in Higher Education. San Francisco: Jossey-Bass.
The book provides a very readable guide to the development of an assessment
program. It offers a thorough review of the current practices in the area of
assessment. The authors provide information on such topics as developing
assessment plans, selecting methods and approaches, choosing appropriate
surveys and focus groups, and analyzing and using assessment results.
Gainen, J. and P. Locatelli. 1995.
Assessment for the
new curriculum: A guide for professional accounting programs. Sarasota,
FL: American Accounting Association.
This monograph is a comprehensive guide for planning and implementing an
assessment program for an accounting program. It effectively argues the
importance of assessment in the early chapters. Chapters 4 through 11 provide a
step-by-step process for developing, implementing, using, and evaluating an
and D. Miller. 2000. A survey of assessment practices in accounting departments
of colleges and universities. Journal of Education for Business 75 (5):
The article reports the results of a 1999 survey of accounting chairs at
colleges and universities. It identifies assessment methods and techniques used
by accounting departments, describes the focus of assessment processes, and
reports how outcomes of assessment activities were used.
Classroom Assessment--General and Accounting:
Angelo, T.A. and P.K. Cross. 1993. Classroom Assessment
Techniques: A Handbook for College Teachers. 2nd Ed. Jossey-Bass Higher and
Adult Education Series. San Farncisco: Jossey-Bass.
This work focuses on tools that instructors can use to assess student learning
in the classroom. The book is a practical toolkit for faculty members
interested in improving the teaching and learning that occurs in the classroom.
Step-by-step procedures for using and adapting classroom assessment techniques
(CATs) are included.
T.A. 1998. Classroom Assessment and Research: An Update on Uses, Approaches,
and Research Findings. New Directions for Teaching and Learning, No. 75.
San Francisco: Jossey-Bass.
This volume follows-up the 1993 work by Angelo and Cross. It provides further
discussion of CATs and discusses research findings related to classroom
Assessment--Selected Professional Programs:
Association of Colleges of Pharmacy.
This website is a comprehensive guide intended to assist colleges and schools
of pharmacy to maintain and improve a plan for assessment. Although designed
specifically to help these schools meet accreditation requirements, it contains
a comprehensive description of various types of assessment data that may be
used to assess and document student learning. Several of the clinical-based
issues are similar to the problem-based approaches used in accounting programs.
Ben-David, M.F. 2000. The role of assessment in expanding
professional horizons. Medical Teacher 22 (5): 472-477.
This article describes objective structure clinical examination, the portfolio,
and hi-tech simulations. The discussions about the portfolio and hi-tech
simulations have relevance to developing assessment methods for the rapidly
evolving accounting curriculum.
S.M. G.J. Marino, and K.M. Richo. 2000. The clinical achievement portfolio: An
outcomes-based assessment project in nursing education. Nursing Educator
25 (5): 241-6. This article describes the clinical achievement portfolio as a
tool for documenting continuous improvement of student clinical learning. The
portfolio was introduced to stimulate reflective thinking and measurement of
clinical learning in an undergraduate nursing program.