Introducing a Learning Portfolio in an Undergraduate Financial Accounting Course

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This 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.

Keywords: Assessment; classroom assessment techniques; critical and creative thinking; deep approach to learning; learning portfolio; meta-cognition; reflection

Document Type: Research Article


Affiliations: University of Waikato, New Zealand

Publication date: September 1, 2008

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