The Impact of Changes to Finance-Major Assessment Structures on Student Engagement and Success

Michael Burrow
University of South Australia

Ron P McIver
University of South Australia

Analysis of assessment activities that encourage student engagement and attainment of higher-order cognitive outcomes within Bloom’s Taxonomy (deep learning; Anderson & Krathwohl, 2001) supports greater use of individual and group presentations, research reports, and open-book exams. Consistent with this analysis this paper outlines changes made to the assessment structures of three final-year finance-major courses and details the impact on student engagement and success. It was found that the changed assessment structures were associated with enhanced student engagement, satisfaction and success. It was also found that the changes to the forms of assessment enhanced the development of students’ verbal and written communication abilities and did not detract from the quantitative emphasis required of finance majors.

Copyright © 2019, International Journal of Teaching and Learning in Higher Education