Authors: Susan Haugen, D'Arcy Becker
Addresses: University of Wisconsin-Eau Claire, Department of Accounting and Finance, 105 Garfield Ave., Eau Claire WI 54702-4004, USA. ' University of Wisconsin-Eau Claire, Department of Accounting and Finance, 105 Garfield Ave., Eau Claire WI 54702-4004, USA
Abstract: Classroom assessments provide the faculty and the students with information that helps improve teaching effectiveness and student learning (Angelo, 1991). Prior research has found that classroom assessments have many beneficial effects on students. This study investigates the impact of regular classroom assessment on the intrinsic motivation and performance of students in upper division accounting courses. A model linking classroom assessment use to student performance is proposed. The model is tested using data from a between-subjects experiment with 265 student participants. Results show students subjected to frequent classroom assessments had significantly higher levels of self determination, overall intrinsic motivation to learn and course grades than other students. Future research areas are discussed in the paper.
Keywords: classroom assessments; teaching effectiveness; intrinsic motivation; learning theory; student performance; student learning; accounting education.
International Journal of Innovation and Learning, 2005 Vol.2 No.1, pp.36 - 46
Published online: 02 Feb 2005 *Full-text access for editors Access for subscribers Purchase this article Comment on this article