SACSCOC Fifth Year Interim Report
| GOAL: Functional Competencies For Entry Into The Accounting Profession |
| Objective |
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Individuals preparing to enter the accounting profession must be able to use strategic and critical approaches to decision-making. They must objectively consider issues, identify alternatives, and choose and implement solution approaches in order to deliver services and provide value. Examples include: - Identifies problems and potential solution approaches - Uses quantitative techniques to determine relative importance and likelihood of alternative scenarios - Employs model-building to quantify problems or test solutions - Evaluates the cost/benefit of alternative solutions - Organizes and evaluates information, alternatives, cost/benefits, risks and rewards - Links data, knowledge, and insights together for decision-making purposes - Objectively identifies strengths, weaknesses, opportunities, and threats associated with a specific scenario, case, or business activity |
| Indicator |
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A mix of exam questions, projects, cases, and / or problem assignments, in multiple courses spread across the accounting curriculum, will be used to assess students' achievement on selected sub-objectives of the Decision Modeling competency. The mix depends on the course in which the assessment is being made and the instructor’s choice of instrument and selected sub-objectives. The results from the various classes will be forwarded to the Departmental Assessment Committee. This committee will compile the results and present the findings to the departmental faculty. |
| Criterion |
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In each course, the instructor will determine a minimal acceptable score for each indicator used for assessment in that class. This minimal acceptable score may vary both across classes as well as inside a particular class. This variability is necessary due to the different type of indicators (exam questions, projects, cases, and / or problem assignments) used to assess students' achievement on selected sub-objectives of the Decision Modeling competency. Once the assessment of Decision Modeling is completed in the appropriate courses, the percentage of successful student attempts (number of students successfully completing the specific outcome predetermined success level divided by the total number of students attempting the specific outcome) will be reported for each class. The Departmental Assessment Committee will then compile the reports into an aggregated report that will show the success percentage by classification (junior, senior, and graduate). The Department of Accounting has set different target standards based on classification. The standards are 60% for junior-level classes, 70% for senior-level classes, and 75% for graduate-level classes. |
| Finding |
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Junior Successes 4,978 Attempts 6,360 Success Ratio 78% Minimum Acceptable Rate 60% |
| Action |
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| The success ratio exceeds the minimum acceptable level of 60% by about 18 percentage points, and about the same as last year. The faculty teaching courses where Decision Modeling is an objective should continue to place emphasis on this competency. |
| GOAL: Functional Competencies For Entry Into The Accounting Profession |
| Objective |
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Risk analysis and control is fundamental to professional service delivery. The identification and management of audit risk (that is, the risk that the auditor will fail to detect a misstatement, caused by inadvertent error or fraud, that is material to financial statements) is the basis for the conduct of a GAAS audit. The understanding of business risk (that is, the risk that an entity - either a client or the prospective accounting professionals employer - will fail to achieve its objectives) affects how business strategy is created and implemented. Examples include: - Identifies risks of negative outcomes (including fraud) - Evaluates controls that mitigate risk of negative outcomes through prevention or detection and correction - Assesses and controls unmitigated risks through, for example, designing and applying tests - Communicates the impact of identified risks and recommends corrective action |
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A mix of exam questions, projects, cases, and / or problem assignments, in multiple courses spread across the accounting curriculum, will be used to assess students' achievement on selected sub-objectives of the Risk Analysis competency. The mix depends on the course in which the assessment is being made and the instructor’s choice of instrument and selected sub-objectives. The results from the various classes will be forwarded to the Departmental Assessment Committee. This committee will compile the results and present the findings to the departmental faculty. |
| Criterion |
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In each course, the instructor will determine a minimal acceptable score for each indicator used for assessment in that class. This minimal acceptable score may vary both across classes as well as inside a particular class. This variability is necessary due to the different type of indicators (exam questions, projects, cases, and / or problem assignments) used to assess students' achievement on selected sub-objectives of the Risk Analysis competency. Once the assessment of Risk Analysis is completed in the appropriate courses, the percentage of successful student attempts (number of students successfully completing the specific outcome predetermined success level divided by the total number of students attempting the specific outcome) will be reported for each class. The Departmental Assessment Committee will then compile the reports into an aggregated report that will show the success percentage by classification (junior, senior, and graduate). The Department of Accounting has set different target standards based on classification. The standards are 60% for junior-level classes, 70% for senior-level classes, and 75% for graduate-level classes. |
| Finding |
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Junior Senior Combined Successes 144 104 248 Attempts 182 122 304 Success Ratio 79% 85% 82% Minimum Acceptable Rate 60% 70% |
| Action |
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The success ratio 79% at the Junior level exceeds the minimum acceptable level of 60%. The success ratio for Seniors exceeds the minimum acceptable level of 70% by about 15 percentage points. The faculty teaching Junior level courses where Risk Analysis is an objective should continue to place emphasis on this competency. The faculty teaching Senior level courses where Risk Analysis is an objective should continue to place emphasis on this competency. |
| GOAL: Functional Competencies For Entry Into The Accounting Profession |
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Technology is pervasive in the accounting profession. Individuals entering the accounting profession must acquire the necessary skills to use technology tools effectively and efficiently. These technology tools can be used both to develop and apply other functional competencies. Examples include: - Accesses appropriate electronic databases to obtain decision-supporting information - Assesses the risk of technology and automated business processes - Uses technology assisted tools to assess and control risk and document work performed - Builds appropriate models and simulations using electronic spreadsheets and other software |
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A mix of exam questions, projects, cases, and / or problem assignments, in multiple courses spread across the accounting curriculum, will be used to assess students' achievement on selected sub-objectives of the Leveraging Technology competency. The mix depends on the course in which the assessment is being made and the instructor’s choice of instrument and selected sub-objectives. The results from the various classes will be forwarded to the Departmental Assessment Committee. This committee will compile the results and present the findings to the departmental faculty. |
| Criterion |
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In each course, the instructor will determine a minimal acceptable score for each indicator used for assessment in that class. This minimal acceptable score may vary both across classes as well as inside a particular class. This variability is necessary due to the different type of indicators (exam questions, projects, cases, and / or problem assignments) used to assess students' achievement on selected sub-objectives of the Leveraging Technology competency. Once the assessment of Leveraging Technology is completed in the appropriate courses, the percentage of successful student attempts (number of students successfully completing the specific outcome predetermined success level divided by the total number of students attempting the specific outcome) will be reported for each class. The Departmental Assessment Committee will then compile the reports into an aggregated report that will show the success percentage by classification (junior, senior, and graduate). The Department of Accounting has set different target standards based on classification. The standards are 60% for junior-level classes, 70% for senior-level classes, and 75% for graduate-level classes. |
| Finding |
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Junior Senior Combined Successes 169 200 369 Attempts 187 220 407 Success Ratio 90% 91% 91% Minimum Acceptable Rate 60% 70% |
| Action |
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| The success ratio for Juniors exceeds the minimum acceptable level of 60% by about 30 percentage points. The success ratio for Seniors exceeds the minimum acceptable level of 70% by about 21 percentage points. The faculty teaching courses where Leveraging Technology is an objective should continue to place emphasis on this competency. |
| GOAL: Functional Competencies For Entry Into The Accounting Profession |
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Measures used should be both relevant (that is, bear on the decision to be made) and reliable (consistently measure what they purport to measure). Various measurement and disclosure criteria used by accounting professionals - such as GAAP, OCBOA (Other Comprehensive Basis of Accounting) and tax reporting - have been codified to some degree. Other performance measures (such as Economic Value Added) or stated criteria (for example, investment performance) are used for special purposes. Some measurement criteria (such as effectiveness of internal control) are measured qualitatively, rather than quantitatively. Examples include: - Identifies what needs to be measured - Determines an appropriate, relevant and reliable measure for the intended use - Measures items using appropriate methods of measurement - Presents the measurement results objectively using applicable standards of disclosure or reporting - Resolves ambiguities when estimates are required |
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A mix of exam questions, projects, cases, and / or problem assignments, in multiple courses spread across the accounting curriculum, will be used to assess students' achievement on selected sub-objectives of the Measurement competency. The mix depends on the course in which the assessment is being made and the instructor’s choice of instrument and selected sub-objectives. The results from the various classes will be forwarded to the Departmental Assessment Committee. This committee will compile the results and present the findings to the departmental faculty. |
| Criterion |
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In each course, the instructor will determine a minimal acceptable score for each indicator used for assessment in that class. This minimal acceptable score may vary both across classes as well as inside a particular class. This variability is necessary due to the different type of indicators (exam questions, projects, cases, and / or problem assignments) used to assess students' achievement on selected sub-objectives of the Measurement competency. Once the assessment of Measurement is completed in the appropriate courses, the percentage of successful student attempts (number of students successfully completing the specific outcome predetermined success level divided by the total number of students attempting the specific outcome) will be reported for each class. The Departmental Assessment Committee will then compile the reports into an aggregated report that will show the success percentage by classification (junior, senior, and graduate). The Department of Accounting has set different target standards based on classification. The standards are 60% for junior-level classes, 70% for senior-level classes, and 75% for graduate-level classes. |
| Finding |
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Junior Senior Combined Successes 6,448 1,113 7,561 Attempts 9,193 1,391 10,584 Success Ratio 70% 80% 71% Minimum Acceptable Rate 60% 70% |
| Action |
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| The success ratio for Juniors exceeds the minimum acceptable level of 60% by about 10 percentage points. The success ratio at the Senior level is 80%; the minimum acceptable level is 70%. The faculty teaching Junior level courses where Measurement is an objective should continue to place emphasis on this competency. The faculty teaching Senior level courses where Measurement is an objective should continue to place emphasis on this competency. |
| GOAL: Functional Competencies For Entry Into The Accounting Profession |
| Objective |
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Communicating the scope of work and findings or recommendations is an integral part of a professional service. An accounting professional in public practice might issue an audit or attestation report, recommendations for improved services, or tax or financial planning advice. An accounting professional in business, industry, or government might analyze operations or provide communications to the board of directors. Communicating clearly and objectively the work done and the resulting findings is critical to the value of the professional service. Some forms of communication are governed by professional standards (such as the form and content of the standard auditor's report or the required communications to audit committees) or law. Others are based on the service applied and the needs of those to whom the accounting professional reports. Examples include: - Prepares reports with objectivity, conciseness and clarity - Describes work performed and conclusions reached in a manner that enhances the reports' usefulness - Employs appropriate media in report preparation and presentation |
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A mix of exam questions, projects, cases, and / or problem assignments, in multiple courses spread across the accounting curriculum, will be used to assess students' achievement on selected sub-objectives of the Reporting competency. The mix depends on the course in which the assessment is being made and the instructor’s choice of instrument and selected sub-objectives. The results from the various classes will be forwarded to the Departmental Assessment Committee. This committee will compile the results and present the findings to the departmental faculty. |
| Criterion |
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In each course, the instructor will determine a minimal acceptable score for each indicator used for assessment in that class. This minimal acceptable score may vary both across classes as well as inside a particular class. This variability is necessary due to the different type of indicators (exam questions, projects, cases, and / or problem assignments) used to assess students' achievement on selected sub-objectives of the Reporting competency. Once the assessment of Reporting is completed in the appropriate courses, the percentage of successful student attempts (number of students successfully completing the specific outcome predetermined success level divided by the total number of students attempting the specific outcome) will be reported for each class. The Departmental Assessment Committee will then compile the reports into an aggregated report that will show the success percentage by classification (junior, senior, and graduate). The Department of Accounting has set different target standards based on classification. The standards are 60% for junior-level classes, 70% for senior-level classes, and 75% for graduate-level classes. |
| Finding |
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Junior Senior Combined Successes 2,288 670 2,958 Attempts 3,513 951 4,464 Success Ratio 65% 71% 66% Minimum Acceptable Rate 60% 70% |
| Action |
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| The success ratio for Juniors exceeds the minimum acceptable level of 60% by about 5 percentage points. The success ratio at the Senior level is 71%; the minimum acceptable level is 70%. The faculty teaching Junior level courses where Reporting is an objective should continue to place emphasis on this competency. The faculty teaching Senior level courses where Reporting is an objective should place additional emphasis on this competency. |
| Previous Cycle's "Plan for Continuous Improvement" |
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Faculty teaching courses where Risk Analysis, Measurement, or Reporting is a course objective will place additional emphasis on these objectives in the Fall 2013 semester and the Spring 2014 semester. That future emphasis could consist of modifying the depth and/or scope of the objective, changing the pedagogy used, or other items as determined by faculty judgment.
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| Update on Previous Cycle's "Plan for Continuous Improvement" |
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Faculty teaching courses where Risk Analysis, Measurement, or Reporting is a course objective placed additional emphasis on these objectives in the Fall 2013 semester and the Spring 2014 semester.
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| Plan for Continuous Improvement |
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Faculty of courses where the Reporting competency is taught [though not necessarily assessed] will place additional emphasis on that competency in Fall 2014 and Spring 2015.
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