International Intersections with Learning Theory: The Role of Feedback in the Learning-Loop

Abstract

As assessments in accounting education have become progressively more qualitative in nature, the need for constructive feedback to students has increased. Concerns have been raised about accounting education, not least of which are that the standard assessment remains the examination, with little active student involvement in the education process and a predominance of teacher-led exposition. The primary purpose for this study is to assess the current practice regarding feedback provision in accounting courses in an International University in South-East Asia and ascertain how the provision of feedback may be enhanced to improve student performance.