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 .
|Title of host publication||'Ethics and Accounting Education'|
|Place of Publication||UK|
|Publisher||Routledge/ Accounting Education|
|Number of pages||22|
|Publication status||Published - 2006|
|Event||British Accounting Association Education Special Interest Group Annual Conference 2006 - London, UK, United Kingdom|
Duration: 24 May 2006 → 26 May 2006
|Conference||British Accounting Association Education Special Interest Group Annual Conference 2006|
|Period||24/05/06 → 26/05/06|
Murphy, D., & McGrath, D. (2006). Surface to Deep: An assessment intervention to influence students learning approach. In 'Ethics and Accounting Education' (pp. 1-22). Routledge/ Accounting Education.