Accounting Teachers' Understanding and Use of Assessment for Learning to Enhance Curriculum Implementation
Assessment is an essential and powerful educational tool used to promote effective teaching and learning in a classroom. However, Accounting teachers view assessment as a mere administration of tests and examinations instead of a tool to establish the root of failure or success during learning. This...
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| Format: | Article |
| Language: | English |
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International Educational and Social Sciences Association (IESSA)
2022-09-01
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| Series: | Journal of Studies in Social Sciences and Humanities |
| Subjects: | |
| Online Access: | http://www.jssshonline.com/wp-content/uploads/2023/01/JSSSH_Vol.8_No.3_2022_288-302_Sr.-No.1.pdf |
| _version_ | 1828062784329351168 |
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| author | Thabiso Jonah Motsoeneng* Boitumelo Moreeng |
| author_facet | Thabiso Jonah Motsoeneng* Boitumelo Moreeng |
| author_sort | Thabiso Jonah Motsoeneng* |
| collection | DOAJ |
| description | Assessment is an essential and powerful educational tool used to promote effective teaching and learning in a classroom. However, Accounting teachers view assessment as a mere administration of tests and examinations instead of a tool to establish the root of failure or success during learning. This study proposes strengthening the understanding and use of Assessment for Learning (AfL) for Accounting teachers to enhance curriculum implementation. Critical Pedagogy framed the study theoretically, as it sought to provide the participants with opportunities to engage in critical dialogues relating to the assessment practices and freely share their ideas and knowledge on a platform that does not limit their social development. Furthermore, the study employed a qualitative research approach and Participatory Action Research (PAR) as a research design to test the theory and intervention techniques proposed to enhance Accounting curriculum implementation. Thematic analysis was used with Critical Pedagogy to understand and resist social inequality, thus getting an in-depth understanding of meaning from the participants' perspective. The study's findings indicated that while teachers display a certain understanding of AfL, it is limited to the cognitive domain and neglects the affective and psychomotor domains. This level of understanding of AfL has led to the underutilization of formative assessment and deprives learners of the opportunity to improve their learning through constructive guidance. Through the use of PAR as a research design, teachers were equipped with the knowledge and skills to use AfL to improve curriculum implementation within their Accounting classes.
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| first_indexed | 2024-04-10T22:32:33Z |
| format | Article |
| id | doaj.art-1647ed1c57ea4b54a4b5bbc9ff857cbf |
| institution | Directory Open Access Journal |
| issn | 2413-9270 |
| language | English |
| last_indexed | 2024-04-10T22:32:33Z |
| publishDate | 2022-09-01 |
| publisher | International Educational and Social Sciences Association (IESSA) |
| record_format | Article |
| series | Journal of Studies in Social Sciences and Humanities |
| spelling | doaj.art-1647ed1c57ea4b54a4b5bbc9ff857cbf2023-01-16T20:05:02ZengInternational Educational and Social Sciences Association (IESSA)Journal of Studies in Social Sciences and Humanities2413-92702022-09-0183288302Accounting Teachers' Understanding and Use of Assessment for Learning to Enhance Curriculum ImplementationThabiso Jonah Motsoeneng*0Boitumelo Moreeng1University of the Free State, South Africa, Email: MotsoenengTJ@ufs.ac.za University of the Free State, South Africa. Email: MoreengBB@ufs.ac.za Assessment is an essential and powerful educational tool used to promote effective teaching and learning in a classroom. However, Accounting teachers view assessment as a mere administration of tests and examinations instead of a tool to establish the root of failure or success during learning. This study proposes strengthening the understanding and use of Assessment for Learning (AfL) for Accounting teachers to enhance curriculum implementation. Critical Pedagogy framed the study theoretically, as it sought to provide the participants with opportunities to engage in critical dialogues relating to the assessment practices and freely share their ideas and knowledge on a platform that does not limit their social development. Furthermore, the study employed a qualitative research approach and Participatory Action Research (PAR) as a research design to test the theory and intervention techniques proposed to enhance Accounting curriculum implementation. Thematic analysis was used with Critical Pedagogy to understand and resist social inequality, thus getting an in-depth understanding of meaning from the participants' perspective. The study's findings indicated that while teachers display a certain understanding of AfL, it is limited to the cognitive domain and neglects the affective and psychomotor domains. This level of understanding of AfL has led to the underutilization of formative assessment and deprives learners of the opportunity to improve their learning through constructive guidance. Through the use of PAR as a research design, teachers were equipped with the knowledge and skills to use AfL to improve curriculum implementation within their Accounting classes. http://www.jssshonline.com/wp-content/uploads/2023/01/JSSSH_Vol.8_No.3_2022_288-302_Sr.-No.1.pdfaccountingcurriculum implementationassessment for learningparticipatory action researchcritical pedagogy |
| spellingShingle | Thabiso Jonah Motsoeneng* Boitumelo Moreeng Accounting Teachers' Understanding and Use of Assessment for Learning to Enhance Curriculum Implementation Journal of Studies in Social Sciences and Humanities accounting curriculum implementation assessment for learning participatory action research critical pedagogy |
| title | Accounting Teachers' Understanding and Use of Assessment for Learning to Enhance Curriculum Implementation |
| title_full | Accounting Teachers' Understanding and Use of Assessment for Learning to Enhance Curriculum Implementation |
| title_fullStr | Accounting Teachers' Understanding and Use of Assessment for Learning to Enhance Curriculum Implementation |
| title_full_unstemmed | Accounting Teachers' Understanding and Use of Assessment for Learning to Enhance Curriculum Implementation |
| title_short | Accounting Teachers' Understanding and Use of Assessment for Learning to Enhance Curriculum Implementation |
| title_sort | accounting teachers understanding and use of assessment for learning to enhance curriculum implementation |
| topic | accounting curriculum implementation assessment for learning participatory action research critical pedagogy |
| url | http://www.jssshonline.com/wp-content/uploads/2023/01/JSSSH_Vol.8_No.3_2022_288-302_Sr.-No.1.pdf |
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