Friday, March 31, 10:20 a.m.-12:00 noon
Concurrent session 2F - Curriculum and Assessment Issues (Teaching and Curriculum)
Title: A Series of Formative Classroom Assessment Techniques Used in Accounting Principles Courses
|David L. Crawford
University of Minnesota - Crookston
ABSTRACT: Formative classroom assessment techniques are intended to be used as diagnostic tools for monitoring student learning in order to provide feedback that supports positive changes in instruction. The process and results of several formative assessment techniques administered to accounting principles students at a small, baccalaureate granting institution during the course of a semester are reported in this study. In addition to the classroom assessment techniques, a statistical analysis was performed on selected examinations to measure test reliability in these courses. This study is an endeavor by the author at developing a personal ongoing and dynamic assessment plan that provides feedback for improvement of instruction. While the study does not purport to identify optimal instructional methodology, it does provide a plan that can be replicated by faculty at institutions wishing to document formative assessment.