U10473 Contemporary Issues in Accounting Open Book Exam

Programme title:

Foundation Year in Business and Law

Module title:

Contemporary Issues in Accounting

Assessment title:

To be given out during exam

Module code:

U10473

Class start date:

Class end date:

Module leader:

Internal verifier:

Submission deadline:

Assessment type:

Open Book Exam

Weight:

50% (2000 words)

Assessment Title:

To be given out during exam

Delivery Method:

Individual Exam (OPEN BOOK)

Word Count:

2000 words (Please note that diagrams, quotes, appendices, and tables do not constitute part of the word allocation)

Weight:

50% marks

Submission method:

CCCU Turnitin

Basic Guidelines:

Open book exam where students will demonstrate their knowledge of Contemporary Issues in Accounting. This means you may take use resource materials such as notes, texts, or articles for the exam. The purpose of this exam type is to test your ability to apply information and knowledge.

The student will take the exam at home and submit within 24 hours after the exam paper is released.

You are required to show a good awareness of the topics covered, including accounting records and their importance to commercial operations, source materials and their use in preparing accounts, calculation of some key ratios and the use of these to interpret a basic profit and loss account and balance sheet to support effective management.

Assessment criteria:

20% Planning, coherence, and organisation 30% Context and application of knowledge

20% Presentation

20% Written communication

10% Referencing and academic protocols

Criterion

Excellent

100-80

Very Good

79-70

Good

69-60

Sound

59-50

Satisfactory

49-40

Fail

39-0

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7. Selecting research methods (relationship between method chosen and the nature of the inquiry)

Methodology selected is effective and appropriate to the aims and objectives of the task and an excellent rationale for its selection is provided.

Methodology chosen is appropriate to the task and a very good rationale is given to the selection of this methodology from the range of prescribed ones

Methodology selected is appropriate to the aims and objectives of the task and a coherent rationale is provided form the selection of this methodology from the range of prescribed ones.

Choice of methodology is generally appropriate to the task and a limited rationale is given for the selection of this methodology from the range of prescribed ones.

Methodology used is reasonably appropriate to the task, albeit with some exceptions, and the brief rationale offered for the selection of this methodology refers to established guidance.

The choice of methodology and relationship to information and/or data being collected is confused and confusing.

The issue of methodology is not addressed and/or an inappropriate methodology is selected. There is little evidence of how planning was used to complete the task.

8. Analysis

Makes excellent use of pre-defined techniques of analysis relevant to the discipline.

Shows developing ability to compare alternative theories/ analytic approaches.

Makes very effective use of pre- defined techniques of analysis relevant to the discipline.

Shows some awareness of alternative theories/ analytic approaches (where relevant).

Makes good and accurate use of analysis, relevant to the discipline. Is aware of alternative theories and approaches.

Makes satisfactory but limited use of predefined techniques of analysis, relevant to the discipline.

Makes mainly satisfactory but limited use of established techniques of analysis, relevant to the discipline. Some errors or omissions may be present.

Here the attempts at analysis are ineffective and/or uninformed by the discipline.

The work does not contain effective analysis and does not yet engage with key disciplinary techniques.

9. Conclusions

Conclusions show critical insight and excellent development of thinking. They draw the assignment to a convincing close and relate clearly and logically to an accurate representation of relevant evidence/ theory/literature.

Conclusions show critical insight and very good development of thinking. They draw the assignment to a convincing close and relate logically to an accurate representation of relevant evidence/ theory/literature.

Logical conclusions are drawn which show some critical insight and are clearly derived from a mainly accurate representation of relevant evidence/ theory/literature.

Generally sound conclusions are drawn, supported by relevant evidence/theory/ literature. Some omissions or confusions may be present.

Some relevant conclusions are drawn which are derived from limited understanding of evidence/theory/ literature. Some confusions, digressions and omissions may detract from the clarity of the work.

The work demonstrates limited or inaccurate understanding of the evidence and does not draw together arguments effectively.

The work either lacks a conclusion or presents an unsubstantiated and

/or invalid conclusion.

10. Initiative (taking action, independence)

Effectively assesses the needs of a situation and takes independent (and sometimes imaginative) action necessary to achieve goals. If in a group setting, recognises the needs and views of others.

Assesses the needs of a situation and acts to achieve appropriate goals. If in a group setting, shows awareness of the needs and views of other.

Where goals and methods are defined, will undertake tasks requiring independence. If in a group setting, shows some awareness of the needs and views of others.

Demonstrates ability to undertake some tasks beyond those prescribed where goals and methods are defined. If in a group setting, shows limited awareness of the needs and views of others.

Demonstrates limited ability to undertake tasks beyond those prescribed. If in a group setting, shows very limited ability to take account of the needs and views of others.

Limited ability has been demonstrated here to undertake tasks beyond those prescribed. If in a group setting, the needs and views of others have not been meaningfully considered.

Ability to undertake independent tasks was not demonstrated on this occasion. If in a group setting, the needs and views of others have not been considered.

11. Decision making

Uses appropriate information to evaluate options. Final decision is clear and clearly and logically derived from evaluation.

Uses available information to evaluate possible options. Final decision is clear and linked to the evaluation.

Recognises benefits and disadvantages of some possible options. Final decision is clear but an evidenced rationale for final decision is limited.

When decisions are made a reasonably logical rationale for decisions is provided.

When decisions are made, a reasonably logical but limited rationale for decisions is provided in some but not all cases.

The rationale behind the outcome or choice is unclear or untenable.

The outcome or choice is unclear or absent. In this work the student has not demonstrated ability to make decisions.

C. PRACTICAL SKILLS

12. Creative process

Creative work shows well-developed imagination and technique.

Processes involved are manipulated to achieve creative results. Personal style makes its mark on models and moulds influences with originality and style.

Creative work shows developed imagination and technique.

Processes involved are handled with assurance to achieve creative results. Personal style makes its mark on models and moulds influences with some originality and style.

Creative work shows some developing imagination and technique.

Processes involved have some creative application and outcomes. Personal style makes its mark at times in the work and shows some original application

Creative works shows a sound level of imagination and technique.

Processes involved have some creative consequence.

Personal style is evident at times in work which is otherwise largely derivative in origin.

Creative work shows a basic level of imagination and technique.

Processes involved have developing creative consequence.

Personal style is lacking, and the work is mainly derivative in origin.

This work contains undeveloped ideas and/or little creativity or skill/ technique. Minimal personal style and little insight into effective working processes are demonstrated here.

In this piece or work skills and techniques are undeveloped.

Creativity or innovation are not evidenced.

or adaptation of models.

13. Performance

Compelling, communicative, and convincing performance, demonstrating thorough understanding of style. Accurate, flexible, focused, well-rehearsed, convincing, and precise performance.

Improvisations are imaginative, creative, and stylistically assured. Stage craft presentation is excellent.

Focused performance demonstrating communication, commitment, and thorough understanding of style with careful attention to detail, displaying consistently high level of technical ability. Improvised passages are stylistically correct and considered.

Performance well- prepared, assured and persuasive.

Stage craft presentation of a very high standard.

Performance demonstrates communication, commitment, and an understanding of the genre with careful attention to detail, displaying a good level of technical ability.

Improvised passages show a good understanding of style.

Performance well- rehearse. Stage craft presentation of a good standard.

Performance demonstrates communication, commitment and understanding of the genre with some attention to detail and technical ability. Improvised passages show a sound understanding of style. Limited confidence and attention to stage craft presentation.

Performance that mostly demonstrates communication, commitment and understanding of the genre but with little attention to detail and displaying a basic level of technical ability.

Improvised passages show some understanding of style. Lacks confidence and little attention given to stage craft presentation.

Performance in which communication, commitment and style are limited by struggles with technical control. Improvised passages show poor understanding of the style and may be inappropriate.

Performance is under-rehearsed and unconvincing and stage conduct is barely addressed.

Performance in which fluency and focus are severely limited by a lack of technical control. Improvised passages do not yet show understanding of style/genre or conventions of performance here. This performance is under-rehearsed, lacking in confidence and stage conduct is not appropriate.

14. Form and content in a practical context

Evidence of critically relating theory to practice.

Demonstrates well developed ability to analyse, synthesise and experiment with relationships between form and content. Good

evidence of some creativity. Technically and professionally competent in most respects.

Awareness of the relationship between theory and practice. Work is conventional but shows good ability to relate form and content. Aspects of creativity present. Structure and content are relevant  and approaching technical and professional competence throughout.

Evidence of an appropriate relationship between form and content. Limited presence of creativity. Moderate degree of technical and professional competence.

Reasonable evidence of understanding the relationship between form and content. Limited degree of technical and professional competence and creativity.

Some evidence of understanding of the relationship between form and content. Adequate degree of technical and professional competence.

Limited creativity.

Work shows little or no evidence of an understanding of the relationship between form and content. The submission lacks creativity and is technically poor.

The work has not addressed the brief in a way that shows understanding of the relationship between form and content.

D. TRANSFERABLE SKILLS

15. Communication and presentation (appropriate to discipline)

Extremely effective communication which demonstrates a strong and sophisticated understanding of the discipline.

Very effective communication in a format appropriate to the discipline which demonstrates strong understanding of

the discipline.

Effective communication in a format appropriate to the discipline.

Generally effective communication in a format appropriate to the discipline.

Generally clear communication and some evidence of a limited awareness of an appropriate academic style for the discipline.

Communication is unstructured and unfocused and/or in a format inappropriate to the discipline.

Communication is disorganised and/or incoherent and does not show understanding of the discipline’s style.

16. Clarity of expression (incl. accuracy, spelling, grammar, punctuation, and numeracy)

Fluent writing style, appropriate to assignment.

Grammar, spelling, and numeracy are highly accurate.

Fluent writing style, appropriate to the assignment.

Grammar, spelling, and numeracy are accurate.

Language generally fluent and expressive.

Grammar, spelling, and numeracy are accurate.

Meaning is clear but language not always used fluently.

Grammar, spelling, and/or numeracy are mainly accurate.

Meaning is largely clear, but language choices include errors which detract from the style and fluency. Accuracy of spelling, grammar, punctuation, and numeracy allows understanding but needs to be improved.

The meaning is often unclear with frequent errors in grammar, spelling, and/or numeracy.

The meaning is unclear throughout. Errors in spelling, grammar, punctuation and/or numeracy make interpretation challenging for an assessor.

17. Digital skills

Excellent use of a range of appropriate digital technologies to enhance the work, showing digital literacy and originality.

A range of digital technologies are used accurately to enhance the work, demonstrating very good digital literacy.

A range of appropriate digital technologies are used largely accurately to enhance the work, showing good digital literacy.

Appropriate digital technologies are used to enhance the work, showing some digital literacy.

Understandable and clear work with use of appropriate digital technologies but errors which detract from digital literacy.

Some appropriate digital technologies are used but overall digital literacy is poor.

Digital technologies are not used appropriately; digital literacy not demonstrated.

18. Presentation (visual)

Message is presented clearly and imaginatively with very strong visual impact.

Message is presented clearly and creatively with strong visual

impact.

Presentatio is clear and has some visual impact.

Presentation has a generally sound structure, and visual tools are used effectively.

Visual aspect and/or structure of presentation is adequate but with limited creativity.

Presented in a disorganised manner. Lacks appropriate support from visual tools.

Presentation is disorganised and/or incoherent and/or medium is non- visual.

19. Presentation (oral)

Presentation is very well structured and engaging. Audibility and pace are appropriate to audience and used engagingly with excellent effect to enhance the presentation.

Presentation is well structured and engaging. Audibility and pace are effective in engaging the audience.

Presentation is well- structured and attempts to engage the audience. Pace and audibility are very good.

Presentation has a generally sound structure. Pace and audibility are satisfactory most of the time.

Pace, audibility and/or structure of presentation are adequate with some areas for development.

Delivery is disorganised and/or pace and audibility is poor.

Presentation is not understandable and/or inaudible and/or not an oral presentation.

20. Interactive and group skills (including teamwork, negotiation, understanding group dynamics)

Interacts effectively within a learning group, giving and receiving information and ideas and modifying responses where appropriate.

Meets obligations to others (tutors and/or peers) providing contributions to support shared objectives.

Recognises and assesses alternative options.

Shows awareness of the need to adopt a range of responses to interact effectively.

Contributes effectively to group aims.

Shows awareness of the need for adopting a range of responses to interact effectively. Contributes reasonably effectively to group aims.

Uses basic interactive skills appropriately to usefully contribute to the group aims.

In this assignment there was a tendency to avoid working with others or contributions to this group activity were not effective or constructive.

In this assignment there was a lack of contributions to the group, or the contributions made were unconstructive and made it harder for the group to achieve their aims.

21. Self- presentation/ interpersonal skills

Confident self- presentation employing a range of interpersonal skills appropriate to the individual’s aims and setting(s).

Confident self- presentation and interpersonal skills appropriate to the individual’s aims and setting(s).

Adopts both a formal and informal style and uses basic interpersonal skills appropriate to the setting(s).

Adopts both a formal and informal style and uses basic interpersonal skills generally appropriately but not always matching the needs of the situation.

Shows awareness of different styles of self-presentation and is willing to use them in different situations but without always matching the needs of the situation.

Demonstrates some self-awareness and/or interpersonal skills but at key moments the skills deployed did not match the needs of the situation.

In this task self- awareness and appropriate interpersonal skills were not matched to the needs of the situation.

22. Time management/ self- management

Meets deadlines. Plans well ahead. Sets self-determined targets and contingency plans allowing sufficient time to receive and act on guidance/ feedback.

Meets deadlines. Plans and monitors progress to allow sufficient time for development of the work.

Makes plans and implements them in an effective manner to meet deadlines.

Meets important deadlines. Exhibits some limited evidence of planning.

Usually meets important deadlines. Exhibits limited evidence of planning.

Some deadlines met, but most deadlines missed. Extremely limited evidence of effective time management.

Deadlines not or rarely met. Not yet demonstrating ability to make and implement plans.

23. Independence/ autonomy (including planning and managing learning)

Identifies learning needs and follows activities to improve performance. Is autonomous in learning tasks and shows a desire to keep learning and improving.

Shows independence in planning learning, identifying appropriate learning resources, and acting on feedback to keep learning and improving performance.

Largely works independently. Accesses and uses a range of learning resources, feedback, and support to try to keep learning and improving performance.

Undertakes clearly directed work independently. Uses the standard learning resources and feedback to try to keep learning and improving performance.

Demonstrates limited ability to work independently, needing significant guidance on methods and resources. Engages with guidance to meet core requirements.

Demonstrates very limited ability to work independently, needing significant guidance on methods and resources. Is unsuccessful in engaging with guidance to meet core requirements.

Has not yet demonstrated ability to work independently, needing significant guidance on all or almost all methods and resources.

24. Reflection (including self- criticism/awareness)

Confidently evaluates own strenghts and weaknesses and the criteria by which such judgements are made.

Interrogates received opinion, prejudices, and value sets operating.

Confidently evaluates own strengths and weaknesses and shows developing understanding of the criteria by which such judgements are made. Prepared to question received opinion, prejudices, and value sets operating.

Able to evaluate own strengths and weaknesses and shows understanding of criteria for judgements. Starts to question received opinion, prejudices, and value sets operating.

Demonstrates an understanding of the criteria set by others. Recognises own strengths and weaknesses in relation to these criteria. Does not question received opinion.

Dependent on criterial set by others. Begins to recognise own strengths and weaknesses in relation to these criteria. Does not question received opinion.

Partial awareness of criteria set by others and limited ability to evaluate own strenghts and weaknesses in relation to them.

Work does not apply criteria set by others or show recognition of own strengths and weaknesses. An inaccurate view of the situation is presented.