Ekara Helfaya, AN and O’Neill, J (2018) Using Computer-Based Assessment and Feedback: Meeting the Needs of Digital Natives in the Digital Age. International Journal of Teacher Education and Professional Development, 1 (2). 46 - 71 (25). ISSN 2572-486X

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This article describes how assessment and feedback represent two key factors that affect students’ learning. Using e-assessment with prompt e-feedback reduces the gap between present and desired performance and is considered to be a reflexive and dynamic system in dealing with the new generation of digital natives. Action research was used to investigate students’ perception of using computerbased assessment (CBA) and/or computer-based feedback (CBF) in teaching and learning process. Both semi-structured interviews and focus groups were conducted with 44 UG students to assess their perceptions of using CBA and CBF. Findings show that students are generally agreed on the use of and benefits of CBA and/or CBF in teaching accounting and non-accounting modules. For example, these results reveal that many participants valued working online compared to traditional assessment and appreciated the instant feedback they received. Additionally, technology can provide an avenue for assessment and personalised and comprehensive prompt feedback that diverse and digital students need in the 21st Century Higher Education.

Item Type: Article
Additional Information: © 2018
Uncontrolled Keywords: Accounting Education, CBA, CBF, Digital Natives, Diversity, Teaching and Learning
Subjects: H Social Sciences > H Social Sciences (General)
Divisions: Faculty of Humanities and Social Sciences > Keele Management School
Depositing User: Symplectic
Date Deposited: 10 May 2018 14:16
Last Modified: 31 Mar 2021 09:36
URI: https://eprints.keele.ac.uk/id/eprint/4894

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