Abstract

Accounting assignments and homework exercises that use identical problem material for all students encourage plagiarism. Giving each individual student a unique assignment alleviates this problem, but raises other issues such as the lack of co-operative learning and grading parity. This paper examines students' attitudes towards both common and unique accounting assignments. The results indicate that a large majority of students preferred the unique assignments and perceived getting a high grade on these assignments as more rewarding and reflective of higher learning than similar grades on common assignments. Attitudinal variables for the validity of grading, perceptions regarding plagiarism, and perceptions of the benefits of co-operative learning were also assessed.

Document Type

Article

Publication Date

2005

Publisher Statement

Copyright © 2005 Charles Stuart University. This article first appeared in Australian Journal of Accounting Education 1, no. 1 (2005): 1-20.

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