Deeper learning through formative assessment of multimedia coursework

Abstract

This paper presents a case study of how formative assessment embedded within multimedia courseware can foster deeper learning of trust accounting across the disciplines of accountancy and law. The 'Trust accounting' courseware developed by the author with the assistance of Ms Kelley Burton, encourages students to engage productively in mastering trust accounting, a core skill required to be developed in all Batchelor of Laws degrees in Australia as a requirement for professional admission. The deficiencies in traditional curriculum design, assessment and evaluation are discussed together with alternative strategies to encourage deeper learning through computer based learning methodologies. The results of student focus groups will be documented and presented. The paper concludes by arguing that formative rather than summative assessment, when combined with dedicated courseware provides an effective tool to foster, rather than merely 'address' generic capabilities.