*The Determinants and Tools for Accounting Students' Learning in the Bachelor Thesis Seminar Course

• In Event: Accounting Education and Case Studies

Abstract

Assessment of university students’ learning is challenging. Earlier studies state that student’s approach to studying is often based on assessment methods (e.g. Scouller, 1998; Thomas & Bain, 1984). A final exam as an assessment method easily leads students to a surface approach to learning while different kinds of activating in-class and home exercises during the course encourage a deep approach to learning. The basic idea of Assurance of Learning (AOL) standards is that learning objectives and assessment methods lead students to deep approach to learning. The objective of this paper is to describe the results of a project that was focused on developing the learning objectives and assessment criteria for the bachelor thesis seminar course in order to assure the quality of students’ learning. The development project was carried out at the Aalto University School of Business in the department of accounting. Our aim was to develop assessment rubrics that teachers and students can use as an assessment tool in the bachelor thesis seminar courses. The rubric we have developed takes into account the main criteria in the assessment of the bachelor thesis and studying process in an easily understandable form. Finally, we consider how our findings on the assessment of students’ learning could be applied more broadly to assure learning at the Bachelor’s degree level.

Authors

• Antti Mikael Miihkinen, Aalto University

• Tuija Virtanen, Turku School of Economics