Accounting Chapter 6 Re-Assessment

Submitted by Sylvia Ong on

A prior CATS (Accounting Chapter 6 Re-Teach, March of 2016) measured what was learned in inventory valuation from one semester to another, after a teaching intervention (candy example) was included.  Although the grade/scores improved from the formative assessment, the first quiz, the class average for the second quiz was only 11 out of 20 or 55%, which is a failing grade.  Since this second quiz was not for a grade, but rather just a summative evaluation for research purposes, I decided to use the same quiz, but as a graded item for Fall of 2016 and Spring of 2017.  My hypothesis was that when a recorded grade is attached to a quiz, students will rise to the occasion and perform much better.  I used the same teaching intervention of my candy example for both semesters, Fall of 2016 and Spring of 2017.  According to the two, attached histograms of both semesters' quiz results, my hypothesis proved correct.  The Fall 2016 class average was 14/20 or 70% (third quiz), but the Spring 2017 class average was higher, 17/20 or 85% (fourth quiz).  I will continue using this candy example intervention.

Completed Full Cycle
Course Number
Average: 4 (3 votes)


Teri Graham Thu, 01/12/2017 - 11:26am


I like the idea of a pre-assessment and then intervention.  This will also show if the intervention method could work with new knowledge?  This has given me an idea for a CATs for a method of base knowledge that I use.

Olga Tsoudis Sun, 03/19/2017 - 7:24pm


Thank you for sharing your hypothesis and results. Your hypothesis is a good reminder for instructors across all disciplines.



Becky Baranowski Tue, 03/21/2017 - 8:26am

This is great.  I agree that student rise to the occasion when grades are attached (why do something for nothing, right?).  Thank you for sharing this. 

Catherine Cochran Tue, 03/21/2017 - 12:22pm

You students are rising to their potential.  Great use of establishing a high bar for success!  

Peter Turner Tue, 03/21/2017 - 1:43pm

Well done, Sylvia. I think allowing your students a "metacognitive moment" to see what a desired grade is, and then process that, is a good way for students to have higher expectations and rise to them.

Teri Graham Tue, 03/21/2017 - 2:01pm

Sylvia - I find the results not surprising but still thought provoking.  We have noticed a decline in students completing homework in our math courses and I am wondering how to apply your assessment and results to this situation?  hmmmm...


Sylvia Ong Tue, 03/21/2017 - 4:47pm

In reply to by Teri Graham

Hi Teri,  this particular class is a second semester accounting class, so students know how to be successful in accounting, having completed the first course.  Thus, they have a tendancy to do their homework, not only for the points, but also for the quiz/exam they will be given based on this homework.  If you want, we can discuss over a cup of coffiee/tea for me.