Abstract Accounting professors typically hold two views of assessment. One focuses on large-scale efforts encouraged by administrators to assess students at key points in their accounting program using instruments such as surveys, achievement tests and focus groups. The other focuses on efforts by professors to assess learning within their classes using written assignments, examinations and discussions with students during class and office hours. This paper expands the view of assessment to include Classroom Assessment Techniques (CATs). To this end, we make three contributions. First, we compare CATs to other forms of assessment so professors can decide whether CATs make sense for their classes. Second, we bring together the accounting education literature to suggest CATs that are well suited for accounting. We provide a summary table, examples and suggestions for using these CATs to improve student learning. Third, we highlight how well CATs fit with recent developments to improve accounting education.
Jr. et al. (Sat,) studied this question.