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    Student Workload and Assessment: Strategies to Manage Expectations and Inform Curriculum Development

    225935_225935.pdf (481.4Kb)
    Access Status
    Open access
    Authors
    Scully, Glennda
    Kerr, R.
    Date
    2014
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Scully, G. and Kerr, R. 2014. Student Workload and Assessment: Strategies to Manage Expectations and Inform Curriculum Development. Accounting Education: An International Journal. 23 (5): pp. 443-466.
    Source Title
    Accounting Education: An International Journal
    DOI
    10.1080/09639284.2014.947094
    ISSN
    0963-9284
    School
    School of Accounting
    Remarks

    The Version of Record of this manuscript has been published and is available in Accounting Education: An International Journal (2014), http://www.tandfonline.com/10.1080/09639284.2014.947094

    URI
    http://hdl.handle.net/20.500.11937/30162
    Collection
    • Curtin Research Publications
    Abstract

    This study reports the results of a survey of student study times and perceptions of workload in undergraduate and graduate accounting courses at a large Australian public university. The study was in response to student feedback expressing concerns about workload in courses. The presage factors of student workload and assessment in Biggs’ 3P model are used because these factors can influence students' approaches to learning and therefore course improvements based on these factors could bring the greatest benefits. The findings suggest that the workload is not too heavy but that student perceptions of workload can be improved by clearer communication of teacher expectations and targeted course review to implement constructively aligned curricula. Initiatives implemented in assessment and to better match workload expectations between student and teacher are discussed and could be generalized to most courses. Areas for further research in student workload management are proposed.

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