Rethinking accounting assessment in a COVID-19 world: application of a dialogical approach
Accounting Education
; 2023.
Article
in English
| Scopus | ID: covidwho-2292850
ABSTRACT
While the COVID-19 pandemic significantly impacted the higher education sector, it also provided opportunities for accounting academics to rethink their assessment strategy. This paper adds to the limited literature which has reported on how accounting academics responded to such an opportunity. Drawing on Freire's dialogical education theory as the theoretical underpinning, we provide an autoethnographic account of an academic's experience of championing a dialogical informed assessment. Focusing on assessment, this autoethnographic study contributes to the growing dialogic pedagogy accounting education literature and challenges accounting academics to consider engaging in an open-book portfolio assessment informed by the dialogical education approach. © 2023 Informa UK Limited, trading as Taylor & Francis Group.
Full text:
Available
Collection:
Databases of international organizations
Database:
Scopus
Language:
English
Journal:
Accounting Education
Year:
2023
Document Type:
Article
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