Online Self and Peer Assessment of Team Work in Accounting Education

Accounting Research Journal, 26(3), 222–238.

Posted: 16 Jan 2018 Last revised: 16 Mar 2018

See all articles by Deborah Delaney

Deborah Delaney

Griffith University

Craig Cameron

Griffith University

Kerry Anne Bodle

Griffith Business School

Date Written: March 26, 2013

Abstract

Purpose – The purpose of this study is to describe and evaluate the implementation of an online self and peer assessment model (SPARKPLUS) to assess team work skills of accounting students.

Design/methodology/approach – This study describes the background and implementation of SPARKPLUS and employs a survey questionnaire administered to students enrolled in an undergraduate company accounting subject before and after the implementation of the model. The survey results and selected qualitative data are used to evaluate students’ attitudes to group work and the impact of SPARKPLUS.

Findings – The study suggests that students understand the benefits of group work activities in developing their technical knowledge in company accounting. However, students do not appreciate the value of group work activities in developing generic skills or how SPARKPLUS supports group work activities.

Practical implications – Professional and accreditation bodies require evidence of teaching and learning activities and assessment of team work skills during the students’ undergraduate accounting degree. This study demonstrates that students require significant teaching and learning activities in relation to team work skills and the assessment model for successful implementation.

Originality/value – This study makes an original contribution to the accounting education literature pertaining to assessment of team work skills in two respects. First, the study outlines the design, implementation and preliminary evaluation of an online self and peer assessment model in an undergraduate company accounting course. Second, preliminary evidence concerning the impact of this model on group work activities and team work skills is provided.

JEL Classification: K19

Suggested Citation

Delaney, Deborah and Cameron, Craig and Bodle, Kerry Anne, Online Self and Peer Assessment of Team Work in Accounting Education (March 26, 2013). Accounting Research Journal, 26(3), 222–238.. Available at SSRN: https://ssrn.com/abstract=3099399

Deborah Delaney (Contact Author)

Griffith University ( email )

No Address Available
United States

Craig Cameron

Griffith University ( email )

Brisbane, Queensland 4111
Australia
55587623 (Phone)

Kerry Anne Bodle

Griffith Business School ( email )

Parklands Drive
Southport, 4215
Australia
07 55527034 (Phone)

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