Using assignment scaffolding as a blueprint to support authentic assessment and learning in accounting education

The emergence of new sets of technological tools, university students are now offered more authentic learning experiences involving real-world, complex problems and their solutions. With its focus on problem-based activities and case studies, the learning environment is inherently multidisciplinary. This paper reports on the development of a scaffolded learning assignment with blended components applied in an accounting subject that was taught in a cross-disciplinary setting. The assignment was developed in a socio-cultural context, based on a Vygotskian approach and this paper details its design and development. The five stages of the assignment were carefully scaffolded and included elements of individual and group tasks, finishing with an individual reflection on the process. Formative assessment and associated feedback were important elements of the scaffolding. The paper also provides suggestions for further applications for the learning design of the assignment.