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Student populations in higher education in the United States have become increasingly diverse as a result of demographic changes. As a result, educators need an understanding of the background and characteristics of these demographic subgroups in order to improve the quality of their education. Students’ approaches to learning affect their quality of learning and are influenced by their perceptions of the learning environment and assessment. The present study extends prior research by examining the approaches to learning, assessment preferences, and the relationship between approaches to learning and assessment preferences of intermediate accounting students enrolled in a public university in the United States with a diverse student population. Students with higher deep approaches to learning had higher preferences for assessment involving higher-order thinking tasks, integrated assessment, and nonconventional assessment. Students with higher surface approaches to learning had lower preferences for assessment involving higher-order thinking tasks. The differences in these relationships for subgroups of students defined by citizenship, age, gender, and race are presented. The implications of the results for teaching and learning in accounting education are discussed.

Multiple-choice questions (MCQs) and essays and short answer questions are the most common assessment protocols instructors use in their classrooms. However, the reliability and validity of these assessment protocols are controversial. The current study employed a survey research design using Qualtrics to determine the faculty and student perspective on using MCQs and essay and short answer questions in their courses as well as their rationale for the preference.

Eighty-five students and 67 faculty within the social sciences discipline participated in the study.

65% of the students strongly preferred MCQs over essays and short answer questions. However, faculty did not show a strong preference for one or the other form of assessment (52.30% selected essays and short answer questions, and 47.69% preferred MCQs) in their courses. The study also explores why the students and faculty prefer one form of assessment over the other.

The findings of this study helped to understand the current assessment practices in a classroom from a faculty and student perspective.

This is one of few studies that evaluated the faculty as well as student perspective on the use of MCQs and essays and short answer questions in the curriculum across the social science discipline.

The education of students with intellectual disability, like all students, is influenced by assessments. For students with intellectual disability, assessment is used to evaluate individuals as having an intellectual disability (e.g., intellectual functioning assessments and adaptive behavior assessments), as well as to guide instruction and making decisions about what to teach. Throughout this chapter, the authors present assessments related to the determination of individuals having intellectual disability as well as ones that inform, guide, or evaluate instruction for students. In addition to presenting traditional assessment options for students with intellectual disability, the chapter also presents some innovative options for determining what to teach students with intellectual disability.

The present study examines the relation of individual differences in personality to one's preferences for approaching and managing conflict in work settings. This investigation offers a conceptual foundation for relating the Five‐Factor Model (FFM) of personality to strategy preference, tests strategy‐FFM dimension hypotheses, and explores strategy relations with narrower FFM midlevel traits. Managers and supervisors (N = 249) from public, governmental, and private sector organizations completed the Organizational Communication and Conflict Instrument and the Revised NEO Personality Inventory. Preferences for conflict strategies were found to relate to distinct patterns of FFM dimensions, while narrower midlevel traits provided meaningful insights into the nature of the observed relations.

The purpose of this paper is twofold: first, to compare the assessment in two subjects of the Business Administration Degree between Finland and Spain and, second, to test whether there are factors such as gender, age, subject, students’ motivation, or preferences that may have an impact on the assessment.

A survey was designed for students enrolled in Statistics and Financial Accounting subjects in the two universities, and multivariate statistical analysis were run.

First, coursework marks are higher than the final examination marks. In both universities and subjects, learning is enhanced by student involvement in coursework activities that are directly related to the learning outcomes. Second, there are differences in assessment by culture, gender, and type of subject. Finnish students are more used to work in teams and apply varied teaching resources than Spanish students.

The sample size and the analyses are from two subjects in two universities. More similar studies are needed to generalize the findings.

There are several implications for Higher Education. First, university policymakers should design training courses on the good implementation of new assessment processes and criteria in order to align learning objectives and assessment criteria. Second, teachers from different countries should openly discuss their manner of assessment and promote creativity and innovation in their methodologies to assess learning outcomes. Third, students should engage with deeper learning and competence development in subjects. This will contribute to their future employability.

Our findings not only question the concept of assessment validity and the compulsory relationship between assessment and learning but also provide suggestions to improve assessment criteria.

In the light of the growing emphasis on independent learning and non‐technical skills in education and employment, the study aims to examine the relevance of learning style to student self‐assessment skill.

A sample of first‐year undergraduate students was asked to provide self‐assessed marks for their coursework and to complete measures of learning style. Tutors' marks for student coursework were also gathered.

Results revealed a positive correlation between a deep approach to learning and self‐assessment skill, demonstrating the relevance of learning style to self‐assessment skill. A negative correlation between student‐estimated mark and a surface approach suggested that students are sensitive to the demand characteristics of assessments and are aware of how these correspond to their preferred learning style. Both strategic and deep approaches to learning correlated positively with tutor mark, as is commonly reported.

It is suggested that the study provides some insight into the composition of self‐assessment skill and implications for pedagogical practice are considered.

The purpose of this paper is to show that maintenance performance is potentially better predictable from recording routines.

An attempt is made to observe an effect of a policy. Maintenance cases seem exceptional because of the efficiently obtainable evidence about policy violations which potentially provides access to the counterfactual reality to be avoided by the decision maker. The approach followed in this work is to use maintenance policy compliance to observe the effect of a maintenance policy.

Conventional maintenance scorecards are not geared to accommodate maintenance performance predictions. The proposed alternative representation of maintenance performance indicators much better accommodates maintenance performance predictions.

This work focuses on the operationalisation and the sampling procedure of maintenance performance indicators; the selection of a predictive model is not considered.

This work demonstrates that maintenance decision makers have the possibility to observe the effects of their policy, which potentially enables them to better control their objectives. This work provides guidelines to construct performance indicators that much better accommodate maintenance performance predictions than conventional maintenance performance indicators.

The approach to make the effects of maintenance policy compliance observable is an original contribution to normative decision theory. To construct a maintenance scorecard that accommodates maintenance performance predictions is an original contribution to the field of maintenance performance measurement.

The paper aims to propose a multi-criteria model for risk prioritisation associated to supply chain management involving multiple decision-makers.

The model integrates the composition of probabilistic preferences (CPP) on the failure modes analysis and its effects (FMEA) criteria. First, the authors carried out a probabilistic transformation of the numerical evaluations of the multiple decision-makers on the FMEA criteria regarding the internal risks that affect the chain of clothing pole in the Agreste region of Pernambuco. Then, the authors proposed the use of the Kendall's concordance coefficient W to aggregate these evaluations.

Contrary to expectations, the two main risks to be investigated as a model suggestion was related to the context of supply chain suppliers and not related to the raw material costs. Besides, a simulation with the traditional FMEA was carried out, and comparing with the model result, the simulation is worth highlighting seven consistent differences along the two rankings.

The focus was restricted to the use of only internal chain risks.

The proposed model can contribute to the improvement of the decisions within organisations that make up the chains, thus guaranteeing a better quality in risk management.

Establishing a more effective representation of uncertain information related to traditional FMEA treatment involving multiple decision-makers means identifying in advance the potential risks, providing a better supply chain control.