Accounting @ Macquarie |
Assessment
The portfolio is implemented within ACCG 399 as a substantive piece of assessment, replacing the ‘traditional’ examination and constituting 60% of assessed work. Additional assessment items include a case study (20%) and discussion forum activity (20%).The Comprehensive Professional Portfolio of work currently has a paper-based design, with learning and assessment delivered through 10 of a 13-week semester.
Graduate attributes built into the portfolio include:
The three-stage learning cycle - described under the design & implementation section - is consistently reinforced through each of the 10 portfolio activities, peer-based discussion and personal reflection, as illustrated in the schedule of learning below.
Graduate attributes built into the portfolio include:
- Critical, Analytical and Integrative Thinking
- Problem Solving and Research Capability
- Socially and Environmentally Active and Responsible
- Capable of Professional and Personal Judgement and Initiative
The three-stage learning cycle - described under the design & implementation section - is consistently reinforced through each of the 10 portfolio activities, peer-based discussion and personal reflection, as illustrated in the schedule of learning below.
Week Course Topic
2. Current Conceptions of Accounting 3. Discovering the Political Influence on Accounting 5. Measuring Accounting's Value: A Normative Perspective 6. Accounting's Positivistic Tendencies: Overlaying a Social Science with Pure Scientific Rationale 7. Critiquing Current Accounting Research 8. Developing One Set of Accounting Standards to Rule Them All 10. Exploring the Notions of Success and Effective Reward Systems 11. How Far Have you Come? 12. Visually Exploring What it means to be Professional 13. Integrated Reporting: A Road Towards Enhanced Corporate Governance or Financial Reporting's Decline |
The portfolio is worth 60% of a students overall grade and this is comprised of the following elements: completion of work (18%), participation covering the areas of peer interaction, preparation, participation, contribution to class and group dynamic (12%) and content covering the areas of contextual appreciation and awareness of assumptions, developing own perspective or position, supporting data/evidence, developing personal understanding and thought throughout portfolio and quality of writing and communication (30%). Marking rubric exemplars that show alignment of learning outcomes to assessed portfolio work are provided below:
Class Participation
Portfolio Marking Rubric & Guide
Class Participation
Portfolio Marking Rubric & Guide