Rethinking Accounting Assessment in a COVID-19 World: Application of a Dialogical Approach

Autor/inn/en	Cam, Olga; Ballantine, Joan
Titel	Rethinking Accounting Assessment in a COVID-19 World: Application of a Dialogical Approach
Quelle	In: Accounting Education, 32 (2023) 5, S.578-595 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cam, Olga)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2023.2201274
Schlagwörter	Accounting; Business Administration Education; Evaluation Methods; Student Evaluation; Feedback (Response); Autobiographies; Ethnography; Portfolio Assessment + Suchen Sie Ihr Suchwort? Abrechnung; Buchführung; Buchhaltung; Schulnote; Studentische Bewertung; Autobiography; Autobiografie; Autobiographie; Ethnografie; Portfoliobeurteilung
Abstract	While the COVID-19 pandemic significantly impacted the higher education sector, it also provided opportunities for accounting academics to rethink their assessment strategy. This paper adds to the limited literature which has reported on how accounting academics responded to such an opportunity. Drawing on Freire's dialogical education theory as the theoretical underpinning, we provide an autoethnographic account of an academic's experience of championing a dialogical informed assessment. Focusing on assessment, this autoethnographic study contributes to the growing dialogic pedagogy accounting education literature and challenges accounting academics to consider engaging in an open-book portfolio assessment informed by the dialogical education approach. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01