By Bill N. Schwartz, J. Edward Ketz
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Extra resources for Advances in Accounting Education: Teaching and Curriculum Innovations, Volume 7 (Advances in Accounting Education Teaching and Curriculum Innovations)
Assessing Student Learning and Growth 25 Wolf, R. A. (1992). CSU and assessment-second down and eight yards to go: A view from the line of scrimmage. ), Assessment practices and experiences in the California State University (pp. 73–80). Institute for Teaching and Learning, Office of the Chancellor, The California State University, 400 Golden Shore, Long Beach, CA 90802-4275. , & Michaelsen, L. (1994). The theory/applications balance in managing pedagogy: Where do we stand. Journal of Management, 20(1), 141–157.
Michlitsch and Sidle (2002) conclude that faculty members employ embedded course measures that are more useful to assigning grades than assessment of learning outcomes. Their finding reflects Banta (1996), who concluded that various outcome assessment techniques are ignored because of faculty’s belief that student grades (such as those on exams alone) adequately reflect learning outcomes. More recently, Calderon, Green, and Harkness (2004) report that indirect embedded course assessment measures, such as student evaluations and recent graduate surveys, dominate 6 BRIAN PATRICK GREEN AND THOMAS G.
Assessing Student Learning and Growth The cases used in this class helped me learn I am confident that I can apply the tools learned in this class to assess fraud risk cases This class has helped me to develop my professional judgment This class has helped me to apply both qualitative and quantitative data in decision making 17 18 BRIAN PATRICK GREEN AND THOMAS G. CALDERON assuming that a group of seasoned professionals would more accurately assess client risk than novice students. We developed a risk assessment instrument using the eleven sub-categories listed in SAS No.