Concluding remarks

The whole structure of effectiveness, however, depends on the integrity of the educational objectives: if the program objectives have been thoroughly developed and agreed between the institution, accrediting authority and faculty, and if the task ability outcome objectives detailed in the curriculum have been comprehensively and exclusively derived from the program objectives, then the above combinations of educational objectives, teaching protocols and assessment protocols will be robust, and most effective. They will also be very cost-effective if the opportunity is taken for a significant shift from teacher-oriented/driven teaching to student-centred/driven learning approaches.

While the multiple learning, teaching and assessment strategy approach may seem excessively complex, in practice and with appropriate managing strategies this approach has been shown to offer outstanding opportunities for significantly-reduced teacher load and resource cost, as well as significantly increased graduate quality and student satisfaction.

The main challenge for teachers is to have sufficient self-confidence to undertake this approach, and sufficient confidence in students to "hand-over" authority (to students) to self-direct individually and collectively to develop bona fide mid-level and higher-level complex task abilities that are essential to achieving relevance of content, graduate quality, economy of teaching costs, and student satisfaction.

مواضيع ذات صلة

Results, analysis and discussions Facilitating active-learning through formative assessment in a collaborative learning environment

Research methodology

Students perceptions of accounting

Literature review Pedagogical practices in accounting education

Formative and Summative Assessment and the Notion of Constructive Alignment

Alignment of curriculum, teaching and assessment

Assessment protocols

Managing the learning process

Teaching methods

Learning methods

Teaching protocols

Recasting the curriculum