Programme title:

Foundation Year   in Businessand Law

Module title:

Contemporary Issues in Accounting

Assessment title:

To be given out during exam

Module code:

U10473

Class start date:

3^rd June 2024

Class end date:

22^nd September 2024

Module leader:

Internal verifier:

Submission deadline:

24^th September 2024, time: 2 pm

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

1

2

3

4

CRITERION

100-80

Excellent

79-70

Very good

69-60

Good

59-50

Sound

49-40

Satisfactory

39-20

Fail

19-0

Fail

A. KNOWLEDGE & UNDERSTANDING

1. Knowledge and

Shows systematic and

Demonstrates an

Shows an accurate

Sound but descriptive

Selection of theory is

Knowledge of key

There is a lack of relevant

application of subject

accurate knowledge and

accurate, systematic

understanding of key

knowledge of key

satisfactory, and

theories is inaccurate

subject-specific theory.

and theories

understanding of key

understanding of key

subject-specific theories,

theories with appropriate

terminology, facts and

and/or incomplete.

theories beyond what has

theories. Appropriately

which are appropriately

application; the work is

concepts are handled

Choice of theory

been taught. Theories are

selected theoretical

integrated within the

balanced towards the

accurately, but

inappropriate.

consistently and

knowledge is applied in

context of the

descriptive rather than

application and

Application and/or

appropriately applied in

the assignment.

assessment task.

the critical or analytical.

understanding are

understanding is very

the assignment.

generalised or limited.

limited.

2. Information

Selects a broad range of

Selects a range of

Selects mostly

Selects generally

Selects some appropriate

The selection of

The selection of

gathering/processing

highly relevant

relevant information and

appropriate information

appropriate information

information and

information is not

information is not

information and

processes it effectively.

and processes it on the

and processes it

processes it mainly

appropriate to the task

appropriate to the task

processes it effectively.

whole effectively.

adequately.

adequately albeit with

and does not seem to be

and the information is

some omission or errors.

systematic. Information is

not processed.

not processed adequately

and there may be

inaccurate use of

processing tools.

3.Evaluation of process

Effectively evaluates

Effectively evaluates

Effectively evaluates

Shows a accurate basic

Shows mostly accurate

Evaluation of process and

The work shows limited

and the quality of

information/data and the

information/data and the

information and/or data

evaluation of information

evaluation of information

the information and/or

or no evaluation of either

information/data

inquiry process, including

inquiry process using

and the inquiry process

and/or data and some

and/or data and some

data is incomplete or

process or outcomes.

developed

some perceptive critique

prescribed guidelines.

using prescribed

basic evaluation of the

consideration of the

inaccurate.

of the techniques used.

guidelines.

inquiry process used.

process used.

B. COGNITIVE SKILLS

4. Quality of sources

Uses a combination of

Some use of primary

Uses appropriate

Mostly uses appropriate

Uses a limited number of

The work makes some

The work is based on

used

primary sources and high-

sources in conjunction

secondary sources, with

secondary sources, with

appropriate secondary

use of appropriate

unreliable and/or

quality secondary

with high-quality

some limited use of

some limited use of

sources with little or no

sources, but also draws

inappropriate sources.

sources.

secondary sources.

primary sources.

primary sources.

direct use of primary

upon unreliable and/or

sources.

inappropriate sources.

5. Referencing

Sources used are

Sources used are

Sources used are

Most sources used are

Consistent attempts to

Citations of sources in the

Little or no

acknowledged in the text

acknowledged in the text

acknowledged in the text

acknowledged in the text

cite sources in the text

text are inconsistent,

acknowledgement of

and reference list and are

and reference list and

and reference list.

and reference list.

but contains inaccuracies,

inaccurate and/or

sources of information in

used effectively to

used to support

Referencing follows a

Referencing generally

inconsistencies and/or

incomplete. Entries in the

text and/or reference list.

support discussion.

discussion. Referencing

systematic approach,

follows an approach,

omissions. Integration

bibliography/reference

Referencing follows a

follows a systematic

appropriate to the

appropriate to the

between text and

list are incomplete and/or

systematic approach,

approach, appropriate to

discipline. Most elements

discipline. Most elements

reference list is

absent.

appropriate to the

the discipline. All

of individual references

of individual references

inconsistent. Some

discipline. All elements of

are present and accurate.

are present and accurate.

individual references are

present.

elements of individual

references are present.

elements of individual

references contain errors.

6. Clarity of objectives and focus of work

The work defines appropriate objectives and addresses them logically and coherently throughout the work to

an impressive extent.

This work defines appropriate objectives and addresses them logically and coherently giving clear focus to the

work.

This work defines some appropriate objectives and addresses them coherently, providing a clear focus to the work.

This work outlines some appropriate but generalised objectives and addresses them in a way which gives some

focus to the work.

This work uses generalised objectives to provide adequate but limited focus to the work.

In this piece of work objectives are not appropriate and/or clearly identified – focus is not logical or coherent.

In this piece of work no objectives are identified, and the assignment lacks focus and coherence.

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

Conclusions show critical

Logical conclusions are

Generally sound

Some relevant

The work demonstrates

The work either lacks a

insight and excellent

insight and very good

drawn which show some

conclusions are drawn,

conclusions are drawn

limited or inaccurate

conclusion or presents an

development of thinking.

development of thinking.

critical insight and are

supported by relevant

which are derived from

understanding of the

unsubstantiated and/or

They draw the

They draw the

clearly derived from a

evidence/theory/

limited understanding of

evidence and does not

invalid conclusion.

assignment to a

assignment to a

mainly accurate

literature. Some

evidence/theory/

draw together arguments

convincing close and

convincing close and

representation of

omissions or confusions

literature. Some

effectively.

relate clearly and logically

relate logically to an

relevant evidence/

may be present.

confusions, digressions

to an accurate

accurate representation

theory/literature.

and omissions may

representation of

of relevant evidence/

detract from the clarity of

relevant evidence/

theory/literature.

the work.

theory/literature.

10. Initiative (taking

Effectively assesses the

Assesses the needs of a

Where goals and

Demonstrates ability to

Demonstrates limited

Limited ability has been

Ability to undertake

action, independence)

needs of a situation and

situation and acts to

methods are defined, will

undertake some tasks

ability to undertake tasks

demonstrated here to

independent tasks was

takes independent (and

achieve appropriate

undertake tasks requiring

beyond those prescribed

beyond those prescribed.

undertake tasks beyond

not demonstrated on this

sometimes imaginative)

goals. If in a group

independence. If in a

where goals and methods

If in a group setting,

those prescribed. If in a

occasion. If in a group

action necessary to

setting, shows awareness

group setting, shows

are defined. If in a group

shows very limited ability

group setting, the needs

setting, the needs and

achieve goals. If in a

of the needs and views of

some awareness of the

setting, shows limited

to take account of the

and views of others have

views of others have not

group setting, recognises

other.

needs and views of

awareness of the needs

needs and views of

not been meaningfully

been considered.

others.

and views of others.

others.

considered.

the needs and views of

others.

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

Creative work shows

Creative work shows

Creative works shows a

Creative work shows a

This work contains

In this piece or work skills

well-developed

developed imagination

some developing

sound level of

basic level of imagination

undeveloped ideas

and techniques are

imagination and

and technique. Processes

imagination and

imagination and

and technique. Processes

and/or little creativity or

undeveloped. Creativity

technique. Processes

involved are handled with

technique. Processes

technique. Processes

involved have developing

skill/technique. Minimal

or innovation are not

involved are manipulated

assurance to achieve

involved have some

involved have some

creative consequence.

personal style and little

evidenced.

to achieve creative

creative results. Personal

creative application and

creative consequence.

Personal style is lacking,

insight into effective

results. Personal style

style makes its mark on

outcomes. Personal style

Personal style is evident

and the work is mainly

working processes are

makes its mark on models

models and moulds

makes its mark at times

at times in work which is

derivative in origin.

demonstrated here.

and moulds influences

influences with some

in the work and shows

otherwise largely

with originality and style.

originality and style.

some original application

derivative in origin.

or adaptation of models.

13. Performance

Compelling,

Focused performance

Performance

Performance

Performance that mostly

Performance in which

Performance in which

communicative, and

demonstrating

demonstrates

demonstrates

demonstrates

communication,

fluency and focus are

convincing performance,

communication,

communication,

communication,

communication,

commitment and style

severely limited by a lack

demonstrating thorough

commitment, and

commitment, and an

commitment and

commitment and

are limited by struggles

of technical control.

understanding of style.

thorough understanding

understanding of the

understanding of the

understanding of the

with technical control.

Improvised passages do

Accurate, flexible,

of style with careful

genre with careful

genre with some

genre but with little

Improvised passages

not yet show

focused, well-rehearsed,

attention to detail,

attention to detail,

attention to detail and

attention to detail and

show poor understanding

understanding of

convincing, and precise

displaying consistently

displaying a good level of

technical ability.

displaying a basic level of

of the style and may be

style/genre or

performance.

high level of technical

technical ability.

Improvised passages

technical ability.

inappropriate.

conventions of

Improvisations are

ability. Improvised

Improvised passages

show a sound

Improvised passages

Performance is under-

performance here. This

imaginative, creative, and

passages are stylistically

show a good

understanding of style.

show some

rehearsed and

performance is under-

stylistically assured. Stage

correct and considered.

understanding of style.

Limited confidence and

understanding of style.

unconvincing and stage

rehearsed, lacking in

craft presentation is

Performance well-

Performance well-

attention to stage craft

Lacks confidence and

conduct is barely

confidence and stage

excellent.

prepared, assured and

rehearse. Stage craft

presentation.

little attention given to

addressed.

conduct is not

persuasive. Stage craft

presentation of a good

stage craft presentation.

appropriate.

presentation of a very

standard.

high standard.

14. Form and content in

Evidence of critically

Awareness of the

Evidence of an

Reasonable evidence of

Some evidence of

Work shows little or no

The work has not

a practical context

relating theory to

relationship between

appropriate relationship

understanding the

understanding of the

evidence of an

addressed the brief in a

practice. Demonstrates

theory and practice.

between form and

relationship between

relationship between

understanding of the

way that shows

well developed ability to

Work is conventional but

content. Limited

form and content.

form and content.

relationship between

understanding of the

analyse, synthesise and

shows good ability to

presence of creativity.

Limited degree of

Adequate degree of

form and content. The

relationship between

experiment with

relate form and content.

Moderate degree of

technical and

technical and

submission lacks

form and content.

relationships between form and content. Good evidence of some creativity. Technically and professionally competent

in most respects.

Aspects of creativity present. Structure and content are relevant and approaching technical and professional

competence throughout.

technical and professional competence.

professional competence and creativity.

professional competence. Limited creativity.

creativity and is technically poor.

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.

Presentation 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.