Formative Assessment to Support Agile Teaching and Active Learning:

Abstract

Significant changes in the field of auditing suggest an urgent need to employ educational methods that will enhance student learning. This paper describes a pedagogical approach using formative assessments for active learning method within the context of an auditing class. The focus of this study is on the pedagogy, with the use of classroom response systems for administering formative assessment. A survey is used to assess student perceptions of the use of i-clickers a comparative analysis is performed to review limited summary data from traditional and active-learning classes. Results show that students perceive benefits to their learning and meta-cognition.