Do accounting students value a balanced mix of assessment methods?
Yes. Across the National Student Survey (NSS), sentiment about assessment methods trends negative (index −18.8), yet in accounting the balance of comments tilts positive when providers use a transparent mix with unambiguous assessment briefs, clear marking criteria and predictable scheduling; overall mood is roughly 54.5% Positive vs 40.4% Negative. Within this discipline lens, students most often focus on feedback (≈10.8% share, index −14.6), so exemplars, calibrated marking and concise post-assessment debriefs shape perceptions of fairness. The category aggregates cross‑discipline feedback on how students are assessed, while the accounting subject group situates these insights in a professional programme context.
Assessment methods employed within accounting education are pivotal in evaluating students’ understanding, skills, and readiness for professional practice. Across the sector, a range of approaches—from traditional examinations to coursework, group projects, and case studies—are utilised, each with distinctive advantages and challenges. Examinations test students’ ability to recall and apply knowledge under timed conditions, echoing aspects of professional accounting work. Coursework allows students to demonstrate analytical and problem‑solving skills at a more measured pace. Group projects foster collaboration and communication, while case studies offer opportunities to engage directly with realistic scenarios. Providers should continuously scrutinise these approaches, using student feedback and open‑text analysis to align assessment methods with programme outcomes and the evolving requirements of the profession.
Do examinations still provide a robust standard?
Examinations provide a standardised measure of competence but often overemphasise memorisation and exam technique. Students report that timed conditions can miss the nuance of real work. In response, many programmes supplement exams with practical exercises or reflective tasks and make the method unambiguous: a one‑page assessment brief, checklist‑style marking criteria, and exemplars at key grade boundaries. Quick marker calibration strengthens consistency, and short orientation on format and allowed resources reduces friction for diverse cohorts.
How does coursework link theory and practice?
Coursework lets students apply principles to complex scenarios and build research and analytical capability. It strengthens long‑term retention and mirrors the sustained, reflective work patterns of the profession. The tone of student comments improves when criteria map directly to outcomes and exemplars show “what good looks like”. For mature and part‑time learners, predictable submission windows and early release of the assessment brief increase equity without lowering standards.
What makes group projects work for everyone?
Group work builds teamwork, communication and planning, but students frequently cite unequal participation and workload distribution. Structured roles, staged milestones and transparent peer evaluation mitigate these risks. Where oral components or live presentations are assessed, asynchronous alternatives and clearly signposted conflict‑resolution routes help ensure fairness and inclusivity, especially for commuter and international cohorts.
Do case studies create authentic engagement?
Case studies bridge classroom learning and practice, requiring students to diagnose issues, justify judgements and communicate recommendations. Some students find the leap from theory to application difficult. Programmes that provide scaffolded mini‑tasks, model answers and brief clinics on problem‑solving strategies see stronger engagement. Short, annotated exemplars clarify expectations and reinforce the link to the marking criteria.
How should programmes balance formative and summative assessment?
A planned blend of formative checkpoints and summative tasks improves learning and confidence. Formative moments—low‑stakes practice with concise, timely feedback—help students target effort before high‑stakes submissions. After summative assessments, a rapid cohort‑level debrief highlighting common strengths, errors and next steps improves perceived transparency and fairness while individual feedback is prepared.
Which technological tools improve assessment without widening gaps?
Digital platforms, simulations and discipline‑specific software enable authentic, interactive assessments and faster feedback. To avoid a digital divide, providers should offer inclusive formats, training and stable access routes, plus captioned or oral options where relevant. A single, consistently updated channel for assessment information and any changes reduces uncertainty and supports students’ planning.
What should providers refine next in assessment?
Enhancing assessment in accounting means designing for clarity, parity and flexibility across the programme. Publish an assessment calendar to avoid deadline pile‑ups, coordinate methods across modules to balance the mix, and reduce duplication. Use sampling for double‑marking with targeted checks where variance is highest, and capture moderation notes. Above all, align every task’s purpose, criteria and feedback to the competencies graduates need.
How Student Voice Analytics helps you
Student Voice Analytics surfaces where assessment method issues concentrate in accounting and related programmes. It segments NSS open‑text by discipline, demographics and cohort, tracks sentiment over time, and provides concise, anonymised summaries with representative comments for module and programme teams. Like‑for‑like comparisons and export‑ready outputs support course boards, quality reviews and targeted improvement plans across assessment design, marking criteria and feedback practice.
Request a walkthrough
Book a Student Voice Analytics demo
See all-comment coverage, sector benchmarks, and governance packs designed for OfS quality and NSS requirements.
- All-comment coverage with HE-tuned taxonomy and sentiment.
- Versioned outputs with TEF-ready governance packs.
- Benchmarks and BI-ready exports for boards and Senate.
More posts on assessment methods:
- Are psychology assessments working for students?
- What do environmental science students want from assessment?
- Do current assessment methods in management studies work for students?
- How do UK pharmacy students view assessment methods?