Using assessment and reflexive teaching practices to inform and guide changes to the teaching and learning activities in Introductory Accounting

Teaching accounting to first year university students in higher education institutions is becoming increasingly complex as we deal with increasing class sizes, increasing diversity and a student body which appears to be less inclined to study without external motivating factors, while to be successful in studying accounting requires more than passive learning. Our aim was to make our students active participants in their accounting studies. After studying established research into assessment and approaches to student learning, changes were made to our course to ensure increased and active participation from our students. Critical to this change was guiding students in making the shift from a surface approach to learning, to a deep approach to learning where they would engage with the subject matter in a manner more likely to result in truly understanding the concepts and principles being taught. An important part of implementing these changes was asking our students to evaluate the innovations after they had taken place. Feedback received from our students resulted in the use of a new and unplanned innovation in the form of the setting of regular mini-tests. This was arguably the most successful of all the interventions introduced during the year and resulted in our journey being more exciting and less predictable than expected