Pivoting authentic assessment to an accounting podcast during COVID-19

Abstract

Purpose This paper aims to describe how the COVID-19 pivot to online teaching enabled a student-produced podcast assessment to be created and substituted for the final examination in an MBA accounting course. Design/methodology/approach This paper provides instructors’ reflections and feedback from students on the usefulness of podcasts as an assessment tool in accounting education. Also included are the assignment instructions and a marking rubric which can be adapted as a sharing network. Findings The pivot to the authentic podcast assessment proved to be a very positive outcome during COVID-19 for instructors and students. The students embraced and enjoyed the task, and importantly it was an efficient learning experience that connected theory to practice, while preserving authenticity. Originality/value Podcasts have grown in popularity and have been widely used with students as receivers. The accounting education literature is however devoid of instances where podcasts have been used as an assessment tool. Although the assessment was changed because of the COVID-19 pandemic, it has ongoing applicability as a useful assignment in future semesters.

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