Surface to Deep: An assessment intervention to influence students learning approach

Research output: Book chapter/Published conference paperConference paper

Abstract

This paper describes the first stage of a longitudinal study which seeks to investigate whether the implementation of contextualised assessment tasks, which attempt to encourage deeper learning approaches, is an effective intervention tool to facilitate the development of cognitive ability. Specifically, that the project will investigate whether:' Learning ability will improve with intervention in the learning task;' Cognitive skills will improve with intervention in the learning task.The project will intervene and attempt to influence the learning approach of students by modifying the context of the assessment tasks based on the premise that the type of assessment and learning context used will have a significant influence on the learning approaches adopted by students (Gordon 2000). The study will adopt an action research approach utilising a longitudinal, multiple cohort design, with repeated measures on the approaches to learning adopted by the survey respondents employing the revised two-factor Study Process Questionnaire (SPQ)( Biggs, Kember & Leung 2001).This paper will focus on phase 1 of the study and will provide descriptive statistics on the outcomes of the first administration of the Biggs (2001) two-factor SPQ instrument to students studying in a business degree on campus .
Original languageEnglish
Title of host publication'Ethics and Accounting Education'
Place of PublicationUK
PublisherRoutledge/ Accounting Education
Pages1-22
Number of pages22
Publication statusPublished - 2006
EventBritish Accounting Association Education Special Interest Group Annual Conference 2006 - London, UK, United Kingdom
Duration: 24 May 200626 May 2006

Conference

ConferenceBritish Accounting Association Education Special Interest Group Annual Conference 2006
CountryUnited Kingdom
Period24/05/0626/05/06

Fingerprint

learning
student
questionnaire
cognitive ability
descriptive statistics
research approach
action research
longitudinal study
ability

Cite this

Murphy, D., & McGrath, D. (2006). Surface to Deep: An assessment intervention to influence students learning approach. In 'Ethics and Accounting Education' (pp. 1-22). UK: Routledge/ Accounting Education.
Murphy, Daniel ; McGrath, Dianne. / Surface to Deep : An assessment intervention to influence students learning approach. 'Ethics and Accounting Education'. UK : Routledge/ Accounting Education, 2006. pp. 1-22
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abstract = "This paper describes the first stage of a longitudinal study which seeks to investigate whether the implementation of contextualised assessment tasks, which attempt to encourage deeper learning approaches, is an effective intervention tool to facilitate the development of cognitive ability. Specifically, that the project will investigate whether:' Learning ability will improve with intervention in the learning task;' Cognitive skills will improve with intervention in the learning task.The project will intervene and attempt to influence the learning approach of students by modifying the context of the assessment tasks based on the premise that the type of assessment and learning context used will have a significant influence on the learning approaches adopted by students (Gordon 2000). The study will adopt an action research approach utilising a longitudinal, multiple cohort design, with repeated measures on the approaches to learning adopted by the survey respondents employing the revised two-factor Study Process Questionnaire (SPQ)( Biggs, Kember & Leung 2001).This paper will focus on phase 1 of the study and will provide descriptive statistics on the outcomes of the first administration of the Biggs (2001) two-factor SPQ instrument to students studying in a business degree on campus .",
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Murphy, D & McGrath, D 2006, Surface to Deep: An assessment intervention to influence students learning approach. in 'Ethics and Accounting Education'. Routledge/ Accounting Education, UK, pp. 1-22, British Accounting Association Education Special Interest Group Annual Conference 2006, United Kingdom, 24/05/06.

Surface to Deep : An assessment intervention to influence students learning approach. / Murphy, Daniel; McGrath, Dianne.

'Ethics and Accounting Education'. UK : Routledge/ Accounting Education, 2006. p. 1-22.

Research output: Book chapter/Published conference paperConference paper

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Murphy D, McGrath D. Surface to Deep: An assessment intervention to influence students learning approach. In 'Ethics and Accounting Education'. UK: Routledge/ Accounting Education. 2006. p. 1-22