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dc.contributor.authorSamkin, Grant
dc.contributor.authorFrancis, Graham
dc.date.accessioned2013-12-03T02:02:25Z
dc.date.available2013-12-03T02:02:25Z
dc.date.copyright2008-09
dc.date.issued2008
dc.identifier.citationSamkin, G., & Francis, G. (2008). Introducing a Learning Portfolio in an Undergraduate Financial Accounting Course. Accounting Education, 17(3), 233-271.en_NZ
dc.identifier.urihttps://hdl.handle.net/10289/8275
dc.description.abstractThis paper evaluates changes made to the internal assessment component of a third year financial accounting course at a university in New Zealand. A learning portfolio was designed to supplement existing coursework. The aim was to engender in students a deep rather than a surface approach to learning. As a record of the students' learning, the learning portfolio was an attempt to produce an innovative development in the assessment of what was a traditionally taught financial accounting course. Within their learning portfolios, students were required to complete a number of tasks, each aimed at improving critical thinking skills and creativity. Students were also required to maintain a personal or reflective section aimed at personalising and deepening the quality of their learning.en_NZ
dc.language.isoenen_NZ
dc.publisherRoutledgeen_NZ
dc.relation.ispartofAccounting Education
dc.relation.urihttp://www.tandfonline.com/doi/abs/10.1080/09639280701577460#.Up03X9IW2WYen_NZ
dc.subjectassessmenten_NZ
dc.subjectclassroom assessment techniquesen_NZ
dc.subjectcritical and creative thinkingen_NZ
dc.subjectdeep approach to learningen_NZ
dc.subjectlearning portfolioen_NZ
dc.subjectmeta-cognitionen_NZ
dc.subjectreflectionen_NZ
dc.titleIntroducing a learning portfolio in an undergraduate financial accounting courseen_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doi10.1080/09639280701577460en_NZ
dc.relation.isPartOfAccounting Education: An International Journalen_NZ
pubs.begin-page233en_NZ
pubs.elements-id33093
pubs.end-page271en_NZ
pubs.issue3en_NZ
pubs.volume17en_NZ


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