AUSTRALIAN CATHOLIC UNIVERSITY
Assessment Information — Semester 1; 2017
Subject Code: ACCT 304
Subject Name: Accounting Theory
Assessment 1 : Individual Assignment-Article review (Presentation video)
Duration: 10-12 min
Due Date: Week 7 Thursday 23.00 hrs
Get Assignment help for this assignment at email@example.com
You are required to complete the assessment task noted within LEO; Students will record their presentation and submit the media file and power point slides via LEO. See instructions on LEO Instructions are on LEO.
Any work which has been copied or shared among students will result in a Fail grade for all students concerned. This assignment must be in your own words and not copied directly from any source.
Objective of assessment: Structure of a critical review:
Find a peer reviewed article in Accounting Theory, and conduct an evaluation of the journal article.
When selecting articles, please ensure that you select articles are reasonable in length and an area you are familiar with. Examples in LEO.
You need to submit for this assignment two parts:
a. Upload in LEO PowerPoint slides
b. Upload your presentation in LEO — KAI-TURA MEDIA
Content and structure of the presentation
Introduction The length of an introduction is usually your opening introduction of your journal article review
Present the aim of the article and summarise the main finding or key argument. Conclude the introduction with a brief statement of your evaluation of the article. This can be a positive or negative evaluation or, as is usually the case, a mixed response.
Summary Present a summary of the key points along with a limited number of examples. You can also briefly explain the author’s purpose/intentions throughout the text and you may briefly describe how the article is organised. The summary should only make up about a third of the critical review.
Critique The critique should be a balanced discussion and evaluation of the strengths, weakness and notable features of the text. Remember to base your discussion on specific criteria. Good reviews also include other sources to support your evaluation (remember to reference).
You can choose how to sequence your critique. Here are some examples to get you started:
Most important to least important conclusions you make about the text.
If your critique is more positive than negative, then present the negative points first and the positive last.
Conclusion and references Conclusion
This is usually a very short closing statement Restate your overall opinion of the text.
Briefly present recommendations.
If necessary some further qualification or explanation of your judgement can be included. This can help your critique sound fair and reasonable.
If you have used other sources in you review you should also include a list of references at the end of the review.
Rubric – Assessment 1 and marking criteria details
IL Below Meets Expectations Exceeds Expectations
Level 4 (e.g. D)
2 marks udience cannot understand presentation because there is no sequence of information. udience has ifficulty following presentation because student
•umps around. tudent presents information on average in logical equence which audience can ollow. tudent presents information in logical, most of the ime interesting equence which udience can follow. tudent presents information in logical, interesting equence which audience can ollow.
ILO 2, 3
marks tudent does not have grasp of information about ubject. Student is uncomfortable ith content and is able to answer nly rudimentary uestions. tudent is at ease ith content, but ails to elaborate. tudent emonstrates full nowledge with xplanations and laboration. tudent demonstrates utstanding knowledge with explanations and laboration.
I mark tudent uses uperfluous raphics or no raphics Student ccasionally uses raphics that rarely upport text and presentation. tudent l s graphics relate to text and presentation. tudentl s graphics explain and reinforce screen ext and presentation. Student’s graphics xplain and reinforce screen ext and presentation.
1 marks tudentls presentation has ignificant spellin errors and/or rammatical
rrors. Presentation has major misspellings and/or rammatical
errors. Presentation has minor misspellings and/or rammatical
rrors. Presentation has inor misspellings r grammatical rrors. Presentation has no misspellings or rammatical
1 mark tudent reads all f report with no eye contact. tudent occasionally uses eye contact, but still reads most of report. Student maintains eye contact most f the time but requently returns o notes. tudent maintains ye contact with audience, ccasionally turning to notes. Student maintains eye contact with audience, seldom returning to notes.
1 mark tudent mumbles, incorrectly pronounces erms, and speaks 00 quietly for tudents in the ack of class to hear. tudent’s voice is low. Student incorrectly pronounces terms.
udience members have difficulty hearing presentation. tudentl s voice is clear. Student pronounces most ords correctly. Most audience members can hear presentation. Student’s voice is clear, and can be heard clearly. Excellent clear oice
1 mark Presentation is
00 short or too long (+/- 20% of
Ilocated time) and lacks ignificant details o the equirements Presentation has not been practiced and is rush in ifferent sections Presentation has been practiced and is within the /- 10% of time
Ilocated. Presentation is well rehearsed and within the allocated time Presentation is ell rehearsed, well-paced and ithin the allocated time