A Case Study of Accounting Education and Possibilities for Assessment Innovation at Third Level

This paper takes up the increasingly contentious subject of how teachers know and assess what students at third level have learned and know; and, it does so from two perspectives. It presents a case study of a teacher educator’s efforts to uncover student learning through simple classroom assessment techniques; and it documents in detail the efforts of one third-level teacher to monitor and assess student learning through self-study using the one-minute essay assessment strategy. Results reveal one important hypothesis: that self-study and assessment innovation help to make accounting education research an integral part of teaching practice.