Introduction and Module Context I teach Introduction to Financial Accounting to first year single honours undergraduate students at a UK Business School. The teaching delivery mode of Introduction to Financial Accounting is based around large group lectures with small group tutorials, in the ratio of one tutorial to a two-hour lecture per week. The module is compulsory for all students in all degrees offered by the Business School. Since 2001, the pedagogical approach has incorporated communication technologies where all the learning materials relating to this module have been delivered online via the internet, the only print materials being the formal tests during the term, final examination and textbook. Since the introduction of the 'surprise tests', a hard copy of the test is also supplied before the commencement of each test. 1 The Existing Approach Given the large class size (around 600 students are enrolled in this module), it was decided to have a traditional method of assessment. The existing approach in assessing the students is via two formal class tests and one written examination. The formal tests last one hour, consist of 20 multiple-choice questions, contribute to the overall mark, and they are given outside the lecture and
The Introduction of 'Surprise Tests' in Teaching Accounting
Abstract
Introduction and Module Context I teach Introduction to Financial Accounting to first year single honours undergraduate students at a UK Business School. The teaching delivery mode of Introduction to Financial Accounting is based around large group lectures with small group tutorials, in the ratio of one tutorial to a two-hour lecture per week. The module is compulsory for all students in all degrees offered by the Business School. Since 2001, the pedagogical approach has incorporated communication technologies where all the learning materials relating to this module have been delivered online via the internet, the only print materials being the formal tests during the term, final examination and textbook. Since the introduction of the 'surprise tests', a hard copy of the test is also supplied before the commencement of each test. 1 The Existing Approach Given the large class size (around 600 students are enrolled in this module), it was decided to have a traditional method of assessment. The existing approach in assessing the students is via two formal class tests and one written examination. The formal tests last one hour, consist of 20 multiple-choice questions, contribute to the overall mark, and they are given outside the lecture andPreview Only. This article cannot be rented because we do not currently have permission from the publisher.
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The Introduction of 'Surprise Tests' in Teaching Accounting
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, Volume 17 (2): 205-208
Informa Healthcare – Jun 1, 2008
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