Seminar 4:

21 May
Development of a best practice model for grading student participation in a seminar environment
Albie Brooks, Accounting and Business Information Systems
Venue: Doug McDonell Rm709

Abstract
One of the assessment practices used in 25% of undergraduate subjects within the faculty is to grade/score student participation in seminars and tutorials. It is this grading/scoring of participation that provides the focus for this project. Participation may occur in a variety of ways. Nonetheless, while we are able to isolate practices of participation, the grading of participation remains problematic. Consequently, the aim of this study is to propose a generalized best practice model to guide the grading/scoring of student contribution and participation, particularly in a seminar environment. This paper will report on: key literature within the accounting, broader economics and commerce field and other un-related disciplines relating to assessment of student contribution and participation; an exploration of  practices used across the University to score participation through a targeted round-table, focus-group discussion; and, the development of a model suitable for scoring student  contribution and participation.

Bio: Albie Brooks is a Senior Teaching Fellow in Management Accounting having been appointed to this role in January 2008. Prior to this, Albie spent 19 years at Victoria University in a variety of teaching and research roles. He teaches predominantly in the areas of management accounting and management control. Albie has taught at the undergraduate and postgraduate levels with both domestic and international teaching experience. His most recent [co]-authored text in management accounting, Contemporary Management Accounting (Wiley Australia) was published in 2008. A focus of his current teaching and research interests relate to the development of teaching case-studies in management accounting and control.

The inevitable conundrum: grading class participation (PDF 4.3Mb)