accounting literacy and assessment presented by elizabeth pitu
TRANSCRIPT
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Accounting
Literacy and assessment
Presented by Elizabeth Pitu
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Introduction and Burning issues
• Please introduce yourself• Please let us know any burning issues for
today
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Accounting matrixConceptual Processing Reporting Interpretation Decision-making Systems
AS90976 1.1Concepts 3 credits X
AS90977 1.2Processing cash. 5 credits I
AS90978 1.3Financial statements 5 credits X
AS90980 1.5Interpretation 4 credits X
AS90981 1.6Individual/group decision. 3 credits I
AS90982 1.7Cash management 4 credits I
AS90979 1.4Community organisations4 credits I
AS91174 2.1Concepts. 4 credits X
AS91175 2.2Processing software. 4 credits I
AS91176 2.3Financial statements 5 credits X
AS91177 2.4Interpretation 4 credits X
AS91481 2.5Topical issue decision making 4 credits I
AS91179 2.6Accounts receivable.3 credits I
AS91386 2.7Inventory.3 credits I
AS91404 3.1Reporting entity concepts4 credits X
AS91405 3.2Partnerships 4 credits I
AS91406 3.3Company financial statements. 5 credits X
AS91407 3.4Annual report 5 credits I
AS91408 3.5Management accounting4 credits X
AS91409 3.6Job costing 4 credits I
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What’s all this about literacy?
• The majority of accounting achievement standards contribute to the NCEA literacy requirement.
• That’s all Level 1 except processing and reporting.
• At Level 2 and 3 the processing and reporting standards get the nod for numeracy.
• Remaining Level 2 and 3 achievement standards contribute to the NCEA literacy requirement.
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Then there’s university entrance
• From 2014 AS 91407 is the winner here• Success in the annual report standard provides
students with 5 credits in writing so they don’t need another standard
• Alternatively it can contribute to 5 credits in reading if students have writing and not reading credits
• AS 91404 also contributes to reading, but this is external and 4 credits
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Literacy and language demands
• Reading, writing, speaking, listening, viewing/visual skills and the skills required to communicate information in a range of subject-specific forms, can be thought of as an interactive tool set or kete students need to acquire.
• Language is fundamental to thinking and learning.
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Literacy is a shared responsibility
• All teaching and learning
activities use language.
• To understand language
students need to be
literate.
• This requires all teachers to
be teachers of language
and literacy.
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Sharing the love • One challenge for us is that we often think
literacy and language is implicit.
• To succeed students require explicit teaching
of both content and literacy; language and
language knowledge and skills in each
learning area. Content, language and literacy
are intertwined.
• What deliberate acts can you undertake?
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Where should literacy start?
• Like a,b,c and do rei me at the very beginning• Actively engage students in literacy tasks• Consider how many income statements and
balance sheets your students do in a level 1, or even level 2 or 3 year?
• How many treasurer’s reports did they write before the assessment?
• How many paragraphs did they write before they sat concepts or interpretation externals?
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Have your students own the learning
• Let them write anything they want• Give them a question to write a response to.• Guardian of the word• Let them chose the business they will write
their concepts about
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Have your students own the learning
• Conversations can be equally important• 1 to 2 to 4 to …• Use a 1-10 quick quiz regularly• Repeat, repeat, repeat – be like a stuck
record!
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Model Excellence – Accounting
In Accounting (Level 2 and 3):• Achievement – describe and apply • Merit – apply and explain• Excellence – explain and justify
Try WHs – what, who, where, how, why, why and why againThe final why is going forward/consequences – so what?
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Providing a structure for evidence
• While Excellence students might be able to provide Excellence evidence without assistance, other students may need graphic organisers, writing frames or other structures around which to provide evidence
• Students need to know what they have to do, why they have to do that, and how they will know they have been successful
• Don’t be afraid to differentiate
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Concepts and context
• Highlight the business (and the owner L1&2)• Write a sentence about what the business
does• Make sure answers relate specifically to what
the business does
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Concepts questions
• Highlight the concept and the context of the question eg – Concept = historical cost and asset = buildings– Concept = asset and asset = shop fittings – Concept = accrual basis and expense = wages– Concept = comparability and policy refers to
consistency• Include and both the concept and the
context in relation to the business (owner) in your answer
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Writing in context of the business
Business Hallenstein GlassonsQuestion is why shop fittings is an asset• Shop fittings is an asset of Hallenstein
Glassons because • What: the shop fittings display clothes in an
attractive way • Why: so customers will buy the clothes • How: which brings in income and cash
increasing the asset bank and equity through more profit
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Writing in context of the business
Adding recognition criteria…• It is probable all the Hallenstein Glassons (HG)
stores will continue to use the shop fittings to display clothes in the future
• There is a reliable measure of the shop fittings from a transaction document (invoice) detailing the price paid (historical cost)
• Therefore shop fittings are reported as an asset in HG’s Statement of Financial Position
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Decision making standard
• This standard is little changed from the previous 3.6
• Two key additions:• A CVP profit
statement• Comparison of
actual results with budgets
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What internal evidence?
• Check the conditions of assessment – go past individual writing – can students present evidence orally? in groups?
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Accounting examples
• Level 1 detailed explain for analysis and interpretation
• Treasurer’s report brain storm• Level 2 Accounts Receivable• (Chiefs) Rugby Ball analogy• Level 3 internals
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Brain storm – class or group
Treasurer’s report• Divide the board/large piece of newsprint in
half• Students contribute financial and non-financial
information• Draw arrows to show the links• Keep asking why?• Why for the future of the club?• Students can then write up their own report
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Reflection
• How might I apply this in my teaching?• How might I contextualise this for my
students?
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Thank you
• Please complete your evaluation before you leave this afternoon.
• I trust you have learned something.