Evaluating student feedback on ungraded assessment to improve student learning in a first year accounting course

Kim Watty
Faculty of Economics and Commerce, The University of Melbourne
Australia

Cameron Nichol
RMIT University
Australia

Mary Kerstjens
RMIT University
Australia

Xin Yu
RMIT University
Australia

Abstract:
Abstract
This study investigates the impact of an ungraded assessment task on student learning in a first year undergraduate accounting course from the perspective of the student. Following the feedback provided to students on an ungraded assessment task delivered in week five of the semester, a questionnaire survey was administered at the end of the semester. The survey was designed to determine: the number of respondents who acted on the feedback; the value of the assistance that they received; the number of students who did not act on the feedback; and, the reasons why these students did not take action. The research design provides an opportunity to gather information about the value and use of student feedback from the unique, and arguably the most important perspective – the student perspective. The results showed that the feedback information provided resulted in student action and led to changes in student behaviour. There is evidence of an improvement in student performance, measured by final grades. In addition, feedback from students about the value of the ungraded assessment was positive. Mindful of the academic workload pressures associated with assessment design, this research concludes that low labour intensive testing, that is delegated across all teaching staff (including tutors), will assist in maintaining the ungraded assessment task in future semesters