Adaptive Comparative Judgment and Psychological Safety in Accounting Education

Scott R Bartholomew, Matthew D. Jones, Steven R. Hawkins, Jeff Orton


Traditional Accounting curricula include instruction on the preparation of audit documentation, however, experiential instruction for students on the process of review-both as a reviewer and reviewee-is often scarce or missing. This study investigated a classroom intervention that engaged undergraduate students in peer-review activities to gauge how peer review and feedback impacted student performance and their perceptions of being able to engage in interpersonal risks. Using a case-method approach, students developed audit workpapers that were later peer-reviewed through a digital system utilizing adaptive comparative judgment (ACJ). Students’ achievement scores were collected, and students also completed a pre/post survey on psychological safety. Our results indicate that student psychological safety increased over the course of the semester; however, the peer review process through ACJ did not significantly improve student performance within the class. The students responded positively to the intervention as an engaging learning process and effective in teaching real-world skills. Thus, this intervention provides an example of how peer review activities could enhance the learning experience for students.

Full Text:




  • There are currently no refbacks.

Copyright (c) 2021 Scott R Bartholomew, Matthew D Jones, Steven Hawkins, Jeff Orton

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Journal of Education and Training      ISSN 2330-9709

Copyright © Macrothink Institute

To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.

If you have any questions, please contact