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V. ASSURANCE OF LEARNING
Assessment Measures Used to Evaluate Program Effectiveness Direct methods such as case studies, senior projects, course-embedded assessments, presentations, and standardized tests
(e.g. ETS major field test) and indirect methods such as curriculum and syllabus analysis, focus groups, and employer and
student surveys are used to collect evidence about student learning and the learning environment.
Consistent with the College of Business, the practice of assessment in the Accounting Program occurs within an assurance
of learning framework that:
• identifies learning goals for the undergraduate programs
• facilitates program-level assessment of student learning
• facilitates the role of faculty as reflective practitioners with regard to student learning
• provides opportunity for every faculty to engage in the assurance of learning process
• focuses individual and collective faculty’s attention to linkages between evidence about student learning
outcomes and curriculum design, content development, curriculum delivery, and course management activities
(i.e., “closing the assessment loop”).
This framework is designed to accomplish multiple objectives: (1) facilitate program assessment, (2) enhance a culture of
assessment, and (3) facilitate development of competencies and transferable skills expected of accounting graduates.
Figure 6: Assurance of Learning Structure
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A central aspect of the assurance of learning framework in both the Accounting Program and the College of Business is
the existence of standing faculty committees with responsibilities for program assessment. There is one such committee
on the Program level (the Curriculum and Assessment committee) and two such committees on the College level (the
Teaching, Learning Assessment, and Curriculum committee and the Graduate committee). On the Program level, the
Curriculum and Assessment committee coordinates program assessment at the undergraduate level (which includes both
the Accounting and Professional Services Program and the Post-Baccalaureate Certificate in Professional Accountancy
Program). On the college level, the Teaching, Learning Assessment, and Curriculum committee coordinates program
assessment at the undergraduate level and the Graduate committee coordinates program assessment at the graduate level.
During the past few years, these committees have developed an assessment plan through an ongoing exchange of ideas
with other faculty and the College’s three advisory boards (Board of Advisors, Accounting Circle, and IT Alliance) about
student learning outcomes, assessment methods, and responses to assessment evidence.
In the context of our missions, the following sections provide learning goals, learning objectives, and traits for both the
College of Business and the Accounting Program.
Learning Goals, Learning Objectives, and Traits: Accounting and Professional Services and the Post-
Baccalaureate Certificate in Professional Accountancy (PBCPA) Program
All students within the College of Business should have (1) a general understanding of the fundamental areas/systems of
business (such as accounting, economics, finance, etc.), effective oral and written communication skills, an ability to work
effectively in teams, a proficient working knowledge of currently available technologies, effective critical-thinking skills,
effective analytical-problem solving skills, and effective ethical decision-making skills.
In addition, upon completion of their program, students in the Accounting & Professional Services program and the Post-
Baccalaureate Certificate in Professional Accountancy (PBCPA) Program should have developed the following (which
reflect the Accounting Program’s guiding principles):
Prepare accounting graduates to become professional accountants by providing a base of skills, knowledge, and
professional orientation on which to build through continual learning.
Provide accounting graduates with the communication, intellectual, and interpersonal skills necessary to
communicate, exercise judgment, and work effectively in groups and to provide leadership when appropriate.
Provide accounting graduates with the general knowledge, organizational and business knowledge, and
specialized accounting knowledge to begin productive careers as professional accountants.
Provide accounting graduates with an understanding of ethical considerations inherent in the profession and an
appreciation of the need to address the issues of integrity, objectivity, competence, and concern for the public
interest.
Prepare students to work effectively in the increasingly complex and diversified economic, political,
technological, international, social, and competitive environments of today's organizations.
The following table represents the coverage of the assessment of learning skills outcomes related to these five learning
goals. Each of these five learning goals is divided into specific learning skill objectives that can be measured using either
external direct assessments (such as the ETS field test) or internally developed rubrics used to evaluate skill development
(such as with course-embedded assessments).
Each of these specific learning skill objectives will be addressed through a combination of business core courses,
accounting core courses, and university core curriculum courses. Assessment tools have been developed that focus on the
various learning skill objectives, and these tools will used in a number of courses on all three levels. Representatives of
the Accounting Program have served on each of the governing bodies charged with oversight for the various assessments:
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(1) the Curriculum Committee on the Program level; (2) the Teaching, Learning Assessment, and Curriculum Committee
on the college level; and (3) the University Core Curriculum Council on the university level.
Table 12: Learning Skills Outcomes
Univ. CIS ASBE ASBE MNGT ACCT ACCT ACCT ACCT ACCT ACCT ACCT ACCT ACCT ACCT ACCT
Core 151 231 401 452 201 202 203 303 311 315 390 413 415 416 422
- Research skills X X
- Measurement and Reporting skills X X X
- Oral Communication skills X X X X
- Written Communication skills X X X
- Teamwork/Leadership skills X
- Critical-Thinking skills X X X
- Analytical Thinking skills X X X X X X
- Decision-Making skills X X X
- Ethical Awareness skills X X X X X
- Economic Environment skills X
- Political Environment skills X
- Technological Environment skills X X
- International Environment skills X
- Social Environment skills X
Provide accounting graduates with the communication,
intellectual, and interpersonal skills necessary to
communicate, exercise judgment, and work effectively
in groups and to provide leadership when appropriate
Provide accounting graduates with the general
knowledge, organizational and business knowledge,
and specialized accounting knowledge to begin
productive careers as professional accountants
Provide accounting graduates with an understanding
of ethical considerations inherent in the profession and
an appreciation of the need to address the issues of
integrity, objectivity, competence, and concern for the
public interest
Prepare students to work effectively in the increasingly
complex and diversified economic, political,
technological, international, social, and competitive
environments of today's organizations
Department of Accounting and Business Law
Learning Skills Outcomes
Prepare accounting graduates to become professional
accountants by providing a base of skills, knowledge,
and professional orientation on which to build through
continual learning
As stated above, these five learning goals reflect the Accounting Program’s guiding principles. In addition, the Program
reviewed the AICPA’s Core Competency Framework for Entry into the Accounting Profession and used it as a reference
when determining the various learning goals. In fact, one of the faculty members in the Accounting Program (Dr.
McGuire) served on the AICPA’s Educational Competency Assessment Focus Group of the “Core Competency
Framework Project.”
The required business core courses provide breadth in a college education for business and include the following courses:
CIS 261 (Advanced Microcomputer Applications), ACCT 201 (Accounting Principles I), ACCT 202 (Accounting
Principles II), ASBE 231 (Business Communication), BLAW 263 (Legal Environment of Business), ECON 265
(Elementary Statistics), FIN 305 (Business Finance), MNGT 305 (Principles of Management), MKTG 305 (Principles of
Marketing), ASBE 401 (Business Career Planning and Professional Development), and MNGT 452 (Policy Formulation
and Implementation). The required accounting core courses address a common body of knowledge in accounting and
include the following courses: ACCT 303 (Intermediate Accounting I), ACCT 304 (Intermediate Accounting II), ACCT
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311 (Introduction to Federal Income Taxation), ACCT 315 (Cost Accounting), ACCT 413 (Accounting Information
Systems), and ACCT 415 (Auditing Theory and Practice).
As stated above, each of these learning goals will be addressed through a combination of business core courses,
accounting core courses, and university core curriculum courses. The following sections will review coverage of each of
the five learning goals:
Prepare accounting graduates to become professional accountants by providing a base of skills, knowledge, and
professional orientation on which to build through continual learning.
These skills, knowledge, and a professional orientation on which to build through continual learning will be
addressed in a variety of courses. In regards to skills, the focus will primarily be on research and on the area of
measurement and reporting.
As stated in the AICPA Core Competency Framework, “many accounting profession functions depend on
obtaining information from within and outside of an entity. Accordingly, the individual preparing to enter the
accounting profession needs to have strong research skills to access relevant guidance or other information,
understand it, and apply it.” Research will be addressed in the ACCT 303 and ACCT 311 courses. In ACCT 303,
the course will include a comprehensive financial reporting research project and an appropriate assessment tool.
In ACCT 311, the course will include a comprehensive federal income tax research project and an appropriate
assessment tool.
In addition, as stated in the AICPA Core Competency Framework, “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.” Furthermore, reporting “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.”
Measurement and reporting skills are addressed in the accounting core in the ACCT 303, ACCT 311, and ACCT
315 courses. In ACCT 303, the course includes a comprehensive financial statement presentation project
(including footnote disclosures) and an appropriate assessment tool. In ACCT 311, the course includes a
comprehensive corporate income tax return problem and an appropriate assessment tool. In ACCT 315, the
course includes a comprehensive problem on performance reporting and an appropriate assessment tool.
Provide accounting graduates with the communication, intellectual, and interpersonal skills necessary to
communicate, exercise judgment, and work effectively in groups and to provide leadership when appropriate.
As referenced in the previous section, the Program reviewed the “AICPA Core Competency Framework for Entry
into the Accounting Profession” and used it as a reference for selecting the base of skills in this section. As stated
in the AICPA Core Competency Framework, “accounting professionals are called upon to communicate financial
and non-financial information so that it is understood by individuals with diverse capabilities and interests.
Individuals entering the accounting profession should have the skills necessary to give and exchange information
within a meaningful context and with appropriate delivery. They should have the ability to listen, deliver powerful
presentations and produce examples of effective business writing.” Finally, the AICPA Core Competency
Framework states that “accounting professionals must be able to work with others to accomplish objectives. This
requires them to act as valuable business partners within organizations and markets and work in teams to provide
business solutions. Thus, individuals entering the accounting profession should demonstrate an ability to work
productively with individuals in a diversity of roles and with varying interests in the outcome.”
Communication, intellectual, and interpersonal skills are addressed in several business core courses, specifically
in BCOM 231 and BCOM 401. Teamwork/leadership skills are also addressed in the business core, specifically
in BCOM 231.
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The BCOM 231 course focuses on written communication, specifically the areas of (1) purpose; (2) organization
and logic; (3) content quality (information concepts); (4) standard English and vocabulary; and (5) closing
statements (i.e., summary, recommendation, and/or conclusion). In addition, the course focuses on oral
communication, specifically the areas of (1) opening statement; (2) organization; (3) content; (4) voice, pace, eye
contact, nonverbal behavior; (5) standard English and vocabulary; and (6) closing statement. The ASBE
231course also focuses on teamwork/leadership skills, specifically the areas of (1) Organization and Goal Setting;
(2) Task Completion; (3) Communication; (3) Cooperation/Cohesion; and (4) Development and Roles. The
BCOM 401 course primarily focuses on written communication, specifically the areas of (1) purpose/opening
statement; (2) organization and logic; (3) content quality(information concepts); and (4) standard English and
vocabulary.
In addition, these skills will be addressed in the accounting core in the ACCT 303, ACCT 315, and ACCT 416
courses. The various assessment tools used will be discussed in subsequent sections.
Provide accounting graduates with the general knowledge, organizational and business knowledge, and
specialized accounting knowledge to begin productive careers as professional accountants.
As stated in the AICPA Core Competency Framework, “accounting professionals are often asked to discern the
true nature of a situation and then determine the principles and techniques needed to solve problems or make
judgments. Thus, individuals entering the accounting profession should display effective problem-solving and
decision-making skills, good insight and judgment, as well as innovative and creative thinking.
General knowledge, organizational and business knowledge, and specialized accounting knowledge skills are
addressed in several business core courses, specifically in ACCT 201, ACCT 202, and MNGT 452. These three
courses focus on analytical problem-solving (i.e., analytical-thinking), specifically the areas of (1) concepts; (2)
information; (3) analytical operations; and (4) interpretation. MNGT 452 will also focus on critical-thinking,
specifically the areas of (1) Information/ Evidence; (2) Viewpoints; (3) Assumptions; (4)
Implications/Consequences; and (5) Conclusion/Solution.
These skills are also being addressed in the accounting core in the ACCT 311, ACCT 315, and ACCT 413
courses. ACCT 311 includes a comprehensive income tax assignment and an appropriate assessment tool. This
assignment requires students to demonstrate issue identification, analysis and decision-making. ACCT 315
includes a comprehensive cost accounting problem and an appropriate assessment tool. This problem also
requires students to demonstrate issue identification, analysis and decision-making. ACCT 413 includes a
comprehensive accounting systems development assignment and an appropriate assessment tool, and this
assignment requires students to demonstrate issue identification, analysis and decision-making. Finally, ACCT
415 includes a comprehensive analytical procedures project and an appropriate assessment tool, and this project
requires students to demonstrate issue identification, analysis and decision-making. The various assessment tools
used will be discussed in subsequent sections.
Provide accounting graduates with an understanding of ethical considerations inherent in the profession and an
appreciation of the need to address the issues of integrity, objectivity, competence, and concern for the public
interest.
As stated in the AICPA Core Competency Framework, “the accounting profession is committed to maintaining a
public reputation for excellence in the performance of important roles in business and society. Individuals
entering the accounting profession should behave in a manner that is consistent with the character and standards
of the discipline of accounting, as well as the norms of the environment in which they interact. This competency
involves demonstrating objectivity, integrity, and ethical behavior.”
Ethical skills are addressed in several business core courses, specifically in MNGT 452 (Policy Formulation and
Administration). The MNGT 452 course focuses on Ethical Decision Making, specifically the areas of (1)
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Identification of an ethical issue/problem; (2) Stakeholder Analysis; (3) Implications/Consequences; and (4)
Conclusion/Situation.
These skills are addressed in the accounting core in the ACCT 311 and ACCT 315 courses. In addition, for
students in the “Financial Accounting” track, these skills are addressed in ACCT 422. Finally, for those students
taking the additional accounting courses beyond the tracks (e.g., in order to meet the 150-hour requirement), these
skills are addressed in the ACCT 390 course. In ACCT 311, the course includes a comprehensive examination
over ethical behavior in tax compliance and tax planning and an appropriate assessment tool. In ACCT 315, the
course includes a comprehensive examination over ethical behavior in the budget process and aspects of cost
assessment and an appropriate assessment tool. In ACCT 390, the course includes an in-class assignment over
ethical behavior in the context of tax return preparation (specifically related to client confidentiality) and an
appropriate assessment tool. In ACCT 422, the course includes a comprehensive examination over ethical
behavior in the context of an audit engagement (based on the AICPA’s Code of Professional Conduct) and an
appropriate assessment tool.
Prepare students to work effectively in the increasingly complex and diversified economic, political,
technological, international, social, and competitive environments of today's organizations.
As stated in the AICPA Core Competency Framework, “functional competencies relate to the technical
competencies which are most closely aligned with the value contributed by accounting professionals. For
example, 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.”
Technology skills are assessed primarily through the business core courses, specifically in the CIS 151 (Computer
Applications in Business) course. In addition, these skills are also assessed in the CIS 261 (Advanced
Microcomputer Applications) course, which is required of all students in the Accounting & Professional Services
program. Appendix D (Table 1) provides the technology used to assess the student skill levels regarding the use
of technology.
Faculty Engagement in Assurance of Learning The ongoing development of the assurance of learning framework represents a commitment to using student learning
outcomes as an indicator of teaching effectiveness. It also represents a focused approach towards the development of a
comprehensive and dynamic data collection and data dissemination processes with regard to student learning outcomes.
Based on assurance of learning evidence, faculty members regularly evaluate whether changes in curriculum design,
content, curriculum delivery, course management, and/or assessment tools/procedures make a difference in student
learning.
Assurance of Learning evidence is discussed and shared with faculty members during assessment day retreats held once
every Fall and Spring semester. The evidence is also used to trigger departmental and individual faculty response in terms
of self-reflection and ideas to enhance student learning and/or integrate student learning outcome assessment at the
department and individual faculty member level.
Use of Assessment Data in Program and Course Assessment: The most recent assessment efforts involve adjustments to courses in the program as a result of outcomes assessment
evidence from the preceding assessment cycle. Within a four-year assessment cycle framework, the results of these efforts
were last analyzed, disseminated, and discussed by faculty members in Fall 2011 in order to determine adjustments in
curriculum design, curriculum delivery, and in the learning environment.
Program-Level Assessment The most recent assessment efforts on a program-level were via a standardized test. Accounting students participated with
other College of Business in the ETS field test for content area assessment and internally developed rubrics to evaluate
content and skill development. The ETS field test is used as an assessment tool covering the two accounting principles
courses (ACCT 201 and ACCT 202) plus other areas of business, including economics, management, quantitative
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business analysis, finance, marketing, legal and social environment, information systems, and international issues. The
following table shows the ETS scores between 2008 and 2012 for accounting students. As the table indicates, the average
Accounting Major ETS scores exceeded the average COB ETS scores in all nine areas during this time period (Fall 2008 through
Spring 2012).
Table 13: Assessment Indicator Sub-Scores
University of Southern Indiana
College of Business
Undergraduate Business Major Field Test
Assessment Indicator Sub-Scores
Fall 2008 - Spring 2012 Cohorts
Average Accounting Major ETS scores exceed average COB ETS scores
College of Business
Majors Accounting Economics Management
Quantitative
Business
Analysis
Finance Marketing
Legal and
Social
Environment
Information
Systems
International
Issues
Accounting & Prof.
Services 68.4 54.9 64.1 49.7 72.1 58.1 58.9 60.1 62.7 Business
Administration 45.2 49.7 58.2 47.1 54.3 55.4 49.2 56.0 56.3
Business Education 49.5 45.2 55.4 36.9 50.7 53.2 55.5 60.3 48.6 Computer Info.
Systems 46.3 49.9 60.5 47.7 55.4 56.8 50.7 72.0 55.4
Economics 58.8 65.2 65.5 42.7 66.2 52.2 59.3 50.7 65.7
Finance 53.1 60.4 61.6 47.3 70.6 57.2 54.6 59.0 65.0
Management 42.1 46.4 59.6 46.5 53.1 52.7 49.6 52.7 53.1
Marketing 43.5 46.4 58.0 45.9 54.5 59.5 46.6 53.9 56.6
COB Average 50.9 51.4 60.3 47.3 60.3 56.5 52.0 57.5 58.4
Program and Course Assessment in the Accounting and Professional Services and the Post-Baccalaureate Certificate in
Professional Accountancy (PBCPA) Programs
ACCT 201 course (Accounting Principles I)
ACCT 202 course (Accounting Principles II)
Learning Skills Outcome - Analytical-Thinking
Learning Skills Outcome - Decision-Making
ACCT 2012 and ACCT 202, which are business core requirements for all business majors, includes a study of the
principles of both financial and managerial accounting and reporting as they relate to today's business environment. In
managerial accounting, the emphasis is on the development, interpretation, and application of managerial accounting for
planning activities, controlling operations, and making decisions. As stated previously, the ETS field test is used as an
assessment tool covering the two accounting principles courses.
ACCT 303 course (Intermediate Accounting I)
Learning Skills Outcome - Oral Communication skills
Learning Skills Outcome - Written Communication skills
Learning Skills Outcome - Critical-Thinking skills
The ACCT 303 course (Intermediate Accounting I) includes significant emphasis on the use of “oral communication”
skills, “written communication” skills, and “critical-thinking” skills. This course represents an intensive study and
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application of the generally accepted accounting principles for asset valuation, income measurement, and financial
statement presentation for business organizations, and the processes through which these principles evolve. The course
builds on introductory financial accounting by covering in detail, topics that are essential to preparing, reading,
understanding, interpreting, and using financial statements that are prepared in accordance with generally accepted
accounting principles. The course relies extensively on the case method of instruction.
Working in groups, students are required to analyze the financial records of a company and address accounting issues
posed by the course materials. Specifically, student groups will be required to correct financial statements prepared by a
company’s management and deal with issues such as income tax accounting, pension accounting, segment reporting, cash
flow computations, book and tax depreciation, debt amortization, and lease accounting. Upon completion of the course,
the student should be able to prepare, read, understand, explain, and critically evaluate information contained in the
financial statements of a small to medium sized company. These abilities are required to succeed in such professions as
public accounting (both auditing and tax), banking, consulting, investment banking, and internal auditing, as well as any
other occupation that involves financial statement information.
A rubric was utilized in order to evaluate a student’s oral performance on numerous presentations made throughout the
semester. In addition, a similar rubric was utilized in order to evaluate a student’s written performance on numerous
assignments given throughout the semester. Based on the results of these assessments, it was determined that the students
needed improvement in the areas of both “oral communications” and “written communications.” Based on this
determination, additional opportunities for oral presentations and written assignments were incorporated into the course.
A Critical Thinking Rubric provided in Appendix D (Table 2) was utilized in order to evaluate a student’s “critical-
thinking skills” on an assignment given during the semester. An assignment, which dealt with the statement of cash
flows, was developed in order to determine the students’ level of critical-thinking skills. Based on the results of these
assessments, it was determined that the students needed improvement in the development of their critical-thinking skills
(specifically in regards to the statement of cash flows). Based on this determination, additional emphasis was placed on
the coverage of statement of cash flows in ACCT 303.
ACCT 311 course (Introduction to Federal Income Taxation)
Learning Skills Outcome - Research
Learning Skills Outcome - Measurement and Reporting
Learning Skills Outcome -Ethical Awareness
The current tax curriculum at USI College of Business is designed to provide accounting graduates the appropriate
foundation in skills and knowledge appropriate for those various entry-level accounting positions our graduates obtain
after completing our accounting program. Approximately twenty-five percent of our graduates obtain positions in public
accounting. The remainder is employed by private and public companies and various government entities. Our accounting
program requires all accounting graduates to complete an introductory three-semester-hour course in federal income
taxation. This course, ACCT 311, is designed to cover a broad range of federal tax knowledge, concepts and skills. It
introduces students to basic concepts, skills and tax rules while developing an awareness of certain complex topics.
ACCT 311, Introduction to Federal Income Taxation, is currently taught using the current edition of Taxation of Business
Entities by Smith, Raabe, and Maloney. Each tax student has access to RIA Checkpoint Tax Library for research
assignments and supplemental content. The course is designed to engage the student in independent learning, develop
problem-solving skills, and develop basic communication skills. After successfully completion of the course students
should recognize and understand certain fundamental concepts relevant to federal taxation and students should be able to
prepare basic tax research memorandums and prepare basic tax returns for individuals and corporations. All sections are
taught using the same text and covering the same chapters with similar research and tax compliance assignments. Each
chapter of the text has specific learning objectives for that chapter that correlate with the overall objectives of the course
and with the assigned problems at the end of the chapter. The ACCT 311 course covers seven of the first eight chapters in
this text. These chapters cover universal principles in federal taxation such as: types of taxes, tax policy, tax authority,
research, gross income, business deductions, losses, passive loss, property transactions and gain/loss characterizations. In
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addition, the course includes two chapters on individuals and one chapter on each of the following business entities:
partnerships, corporations and S-corporations. Skill-building assignments in the course typically include two tax research
memorandums and three tax return compliance problems.
In ACCT 311 (and in ACCT 411), tax research memorandums were scored by the instructor using a modified version of
the College of Business communication rubric (Appendix D, Table 3). Students’ research memoranda were evaluated on
six criteria as to whether the student met expectations on a three-point scale. The score of 1 indicates below expectations
and the score of 3 exceeding expectations. The criteria included: research issue, citation, organization, research content,
grammar/usage, and conclusion. In addition, data was collected from Form 1040 and Form 1120 tax return assignments.
The tax returns were divided into their component parts or schedules to determine those areas of the returns which posed
the greatest challenge to students.
Exhibit 1: Tax Research Assignment - ACCT 311 Tax Research, ACCT 311, Fall 2011
In preparing your research memorandum you should type your paper using Times New Roman font of 12, single space, and use proper spelling,
grammar and usage. Students should research all major authorities including: the IRC Code, Treasury Regulations, Revenue Rulings, Revenue
Procedures, and case law. Proper citation of all legal authorities should be included. Students should check to see if their authorities have been
reversed or modified by subsequent authority. This paper should be long enough to document the conclusion of the research. Text under the
captions should be block style with a line between paragraphs but no indentation at the beginning of paragraphs. Quotes should be used
sparingly and short quotations should be in quotation marks. Long quotes should be indented from both sides and single spaced. Please use the
following format for the memorandum.
September 1, 2010
Tax File Memorandum
FROM: Student’s Name
SUBJECT: Client’s Name
Facts:
Relevant Facts
Issues:
Tax Question or Questions
Analysis:
Controlling Legal Authority and Explanation
Conclusion:
Answer Tax Question and Indicate Likely Course of Action for Taxpayer. Citations may be used in the body of the text as a clause within a
sentence or as a separate sentence that begins with the word see. In the latter case the citation sentence follows the sentence supported by the
authority.
In ACCT 311, the rubrics indicate that over the five-year period students had the most difficulty with citation of authority,
and finding the correct research solution (see below). This makes sense in that the citation format used in tax is different
from what they use in other courses in the College of Business. Students are instructed to include citations within the
body of the text in a tax research memorandum and not in a bibliography at the end of the memorandum. In a tax research
memorandum a Blue Book Uniform Citation method is used which differs from other academic citation methods.
Students are given a handout showing the proper citation format but that alone has not proven effective in improving their
performance. They perform better with identifying the issue and following the correct organization of the memo.
Students are shown an example of a tax research memorandum in their text and are given handout that explains and
illustrates the form of a tax research memorandum.
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Table 14: Tax Research - ACCT 311 Tax Research
ACCT 311
Fall
2008
Spring
2009
Spring
2009
Fall
2009
Fall
2009
Spring
2009
Spring
2010
Spring
2010
Spring
2011
Spring
2011
Spring
2012
Ave.
Totals
Purpose/
Opening
Statement
(Issue)
2.94 2.35 2.9 1.77 2.36 2.71 1.75 2.42 2.13 2.14 2.29 2.34
Citation 2.00 1.39 1.35 1.18 1.34 1.57 1.63 1.58 1.63 2.43 1.86 1.63
Organiza-
tion and
Logic
(Form and
analysis)
3.00 2.65 2.65 2.36 2.36 2.71 1.38 1.92 1.75 2.00 1.42 2.2
Content
Quality
(Research)
2.18 1.28 2.15 1.36 2.36 2.00 1.38 1.67 1.63 1.43 1.28 1.7
Standard
English
and
Vocabulary
2.47 1.93 2.05 2.00 2.40 2.43 1.38 1.83 1.63 2.00 1.86 2.00
Closing
Statement
(Summary
and/or
conclusion)
2.65 1.91 2.05 1.32 2.20 2.14 1.38 1.33 1.88 1.43 1.57 1.81
Average
Totals 2.04 1.92 2.19 1.67 2.17 2.26 1.48 1.79 1.78 1.91 1.71
ACCT 315 course (Cost Accounting)
Learning Skills Outcome - Decision-Making
Learning Skills Outcome - Ethical Awareness
Learning Skills Outcome - Measurement and Reporting
Learning Skills Outcome - Written Communications
The ACCT 315 course (Cost Accounting) includes significant emphasis on the use of Decision-Making, Ethical
Awareness, Measurement and Reporting. Three different assessment tools are used to measure each of these learning
skills. For example, “Ethical Awareness” is assessed using a course-embedded problem. “Measurement and Reporting” is
assessed using a series of course-embedded multiple choice questions. Finally, “Decision-Making” is assessed using a
course-embedded problem. Examples of each of these assessment tools are provided in the following tables. Each of the
three areas was assessed using two categories (i.e., “meets expectations” or “does not meet expectations”).
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Exhibit 2: Ethics Assignment - ACCT 315
ACCT 315
Professional Responsibility - Ethics
Mission One operates a chain of 10 hospitals in the Los Angeles area. Its central food-catering facility, MedChef, prepares and
delivers meals to the hospitals. It has the capacity to deliver up to 3,650,000 meals a year. In 2011, based on estimates from each
hospital controller, MedChef budgeted for 2,555,000 meals a year. Budgeted fixed costs in 2011 were $3,832,500. Each hospital
was charged $5.30 per meal - $3.80 variable costs plus $1.50 allocated budgeted fixed cost.
Recently, the hospitals have been complaining about the quality of MedChef’s meals and their rising costs. In mid-2011, Mission
One’s president announces that all Mission One hospitals and support facilities will be run as profit centers. Hospitals will be
free to purchase quality-certified services from outside the system. Roy Jenkins, MedChef’s controller, is preparing the 2012
budget. He hears that three hospitals have decided to use outside suppliers for their meals; this will reduce the 2012 estimated
demand to 2,190,000 meals. No change in variable cost per meal or total fixed costs is expected in 2012.
In 2012, only 2,017,100 MedChef meals were produced and sold to the hospitals. Jenkins suspects that hospital controllers had
systematically inflated their 2012 meal estimates.
1. MedChef uses the master-budget capacity utilization to allocate fixed costs and to price meals. What was the effect of
production-volume variance on MedChef’s operating income in 2012?
2. Why might hospital controllers deliberately overestimate their future meal counts?
3. Would the controllers deliberately overestimating meal counts be considered an unethical act? If so, what ethical standards
does this violate?
4. What other evidence should Mission One’s controller seek in order to investigate Jenkins’ concerns?
5. Suggest two specific steps that Mission One’s controller might take to reduce hospital controllers’ incentives to inflate their
estimated meal counts.
40
Exhibit 3: Measurement and Reporting Assignment - ACCT 315
ACCT 315
Measurement and Reporting
1. An unfavorable price variance for direct materials might indicate:
a. that the purchasing manager purchased in smaller quantities due to a change to just-in-time inventory methods
b. congestion due to scheduling problems
c. that the purchasing manager skillfully negotiated a better purchase price
d. that the market had an unexpected oversupply of those materials
2. A favorable price variance for direct manufacturing labor might indicate that:
a. employees were paid more than planned
b. budgeted price standards are too tight
c. underskilled employees are being hired
d. an efficient labor force
THE FOLLOWING INFORMATION APPLIES TO QUESTIONS 3 THROUGH 7:
Sawyer Industries, Inc. (SII), developed standard costs for direct material and direct labor. In 2010, SII estimated the following
standard costs for one of their major products, the 30-gallon heavy-duty plastic container.
Budgeted quantity Budgeted price
Direct materials 0.20 pounds $25 per pound
Direct labor 0.10 hours $15 per hour
During July, SII produced and sold 10,000 containers using 2,200 pounds of direct materials at an average cost per pound of $24
and 1,050 direct manufacturing labor hours at an average wage of $14.75 per hour.
3. July’s direct material flexible-budget variance is:
a. $2,800 unfavorable
b. $2,200 favorable
c. $5,000 unfavorable
d. None of these answers are correct.
4. July’s direct material price variance is:
a. $2,800 favorable
b. $2,200 favorable
c. $5,000 unfavorable
d. None of these answers are correct.
5. July’s direct material efficiency variance is:
a. $2,800 unfavorable
b. $2,200 favorable
c. $5,000 unfavorable
d. None of these answers are correct.
6. July’s direct manufacturing labor price variance is:
a. $750.00 unfavorable
b. $262.50 favorable
c. $487.50 favorable
d. None of these answers are correct.
7. July’s direct manufacturing labor efficiency variance is:
a. $750.00 unfavorable
b. $262.50 favorable
c. $487.50 favorable
d. None of these answers are correct.
8. If manufacturing machines are breaking down more than expected, this will contribute to a(n):
a. favorable direct manufacturing labor price variance
b. unfavorable direct manufacturing labor price variance
c. favorable direct manufacturing labor efficiency variance
d. unfavorable direct manufacturing labor efficiency variance
41
Exhibit 4: Decision Support Assignment - ACCT 315
ACCT 315
Decision Support
Lewis Auto Company manufactures a part for use in its production of automobiles.
When 10,000 items are produced, the costs per unit are:
Direct materials $ 12
Direct manufacturing labor 60
Variable manufacturing overhead 24
Fixed manufacturing overhead 32
Total $128
Monty Company has offered to sell Lewis Auto Company 10,000 units of the part for $120 per unit. In addition, $20 per unit of
fixed manufacturing overhead on the original part would be eliminated.
Required:
a. Perform an incremental analysis to determine which alternative is best for Lewis
Auto Company.
b. Perform an incremental analysis to determine which alternative is best for Lewis Auto Company if the plant facilities
could be used to manufacture another part at an income of $180,000 if Lewis accepts the supplier’s offer.
c. Provide four qualitative factors that should be considered as well.
Based on the assessment data, it was determined that no changes were needed related to the area of “Decision-Making.”
However, the following two course modifications were made in the ACCT 315 course based on the above assessment
tools.
An ethics course-embedded assessment was used to establish whether the students were capable of determining if a
situation was unethical or not. The students were asked to determine how the situation was in violation of IMA’s
Statement of Ethical Professional Practice (i.e., competence, confidentiality, integrity, and credibility). Based on the
outcome of the assessments, changes were made to the ACCT 315 and ACCT 416 courses. Additional problems related
to ethical situations were added which generated increased classroom discussion. In addition, copies of IMA’s Statement
of Ethical Professional Practice were distributed to the both the ACCT 315 and the ACCT 416 classes during the first
week of the semester, and the students were informed that the classes would have many ethical discussions throughout the
course.
Moreover, due to other assessment data, additional emphasis was placed on “Measurement and Reporting” and another
assignment was given to the students. Again, improvement in the assessment data was made, although not nearly as
dramatic as with improvement related to “ethical awareness.”
Due to these course modifications, less time has been provided for in-class assignments in other topic areas in order to
allow additional discussion on these two areas. Additional assessments will be taken in subsequent semesters to see if the
overall performance of the students improves due to these course modifications.
Furthermore, written communication skills are also assessed in the ACCT 315 course. A rubric is utilized (Table 23 -
Written Communication Rubric) in order to evaluate the students’ written performance on an 8-12 page document, and the
rubric is included in the course syllabus so the students know what is expected of them. Based on the results of this
assessment, it was determined that the students needed improvement in the area of “written communications.” Therefore,
recommendations were made to the College’s Teaching, Learning Assessment, and Curriculum Committee to determine
what modifications need to be made in the business courses in order to improve future performance.
42
Finally, in spite of the current improvement in ethical awareness in the ACCT 315 course, the course has been modified
again to include even more discussion of ethical situations in the classroom. It is hoped that the increased emphasis on
ethical situations in the ACCT 315 course will have positive impacts on the ethical awareness in subsequent courses (e.g.,
the ACCT 415 and ACCT 416 courses).
ACCT 390 course (Individual Taxation Practicum)
Learning Skills Outcome - Analytical-Thinking
Learning Skills Outcome - Decision-Making
Learning Skills Outcome - Ethical Awareness
A third three-semester-hour course, ACCT 390, is recommended but not required of students pursuing a career in public
accounting. This accounting elective is a service-learning course where our accounting students prepare individual federal
and state tax returns for low and moderate income taxpayers in the local community. This course gives our accounting
students the opportunity to increase their knowledge and skills relevant to the preparation of federal and state income tax
returns for individuals. It introduces new topics such as federal nonresident returns and state income tax compliance
concepts. The “track” approach used in the Accounting Professional Services major allows students to select the amount
of instruction in taxation that the students feel they need to further their careers as accountants. All USI accounting
graduates are instructed and evaluated on the basic tax concepts relevant to individuals and business entities. Those
accounting graduates pursuing a career in public accounting have an opportunity take an additional six semester hours of
courses in state and federal taxation.
ACCT 390, Individual Taxation Practicum, is currently taught using online teaching materials developed by the IRS for
the Volunteer Income Tax Assistance program (VITA). These materials can be accessed by students via the internet at
IRS.gov under the heading Link and Learn. Students must pass examinations on four learning-modules during the course.
Students complete multiple tax returns using IRS provided software in order to complete each online examination. The
modules covered in the course include: Basic, Intermediate, Advanced and Foreign Student. The modules are focused on
federal tax issues relevant to low-to-moderate income taxpayers. Students have the opportunity to demonstrate their
professionalism, tax knowledge, communication skills, technology skills, ethical awareness, research skills and teamwork
during the course. Students build confidence in their professional skills while serving the local community.
Similar to the ACCT 311 course, the ACCT 390 course (Individual Taxation Practicum) includes significant emphasis on
the use of “Analytical-Thinking” skills and “Decision-Making” skills. These skills are assessed through individual
course-embedded assignments and through the completion of various tax returns (for actual tax filers within the
Evansville area). Given the concern regarding confidentiality of the clients, “Ethical Awareness” is also an important part
of the course. An Ethical Awareness Rubric was utilized and is provided in Appendix D (Table 4).
As stated above, there were concerns about confidentiality of the client data, so the course included a review of the
AICPA’s Code of Professional Conduct, and the IMA’s Statement of Ethical Professional Practice. In addition, the
course includes an in-class assignment related to ethical behavior in the context of tax return preparation, specifically
related to client confidentiality. The students were assessed on each of these standards in order to determine their level of
competency with the standards. The following rubric was used to assess the in-class assignment in order to determine the
students’ level of ethical awareness.
There was also concern about some of the analytical aspects of the tax return preparation. After using another in-class
assignment as a course-embedded assessment, it was determined that students were deficient in the analytical aspects of
the tax return preparation. Based on this assessment data, a course modification was made to include a quality review
process (including the tracing of the W-2’s and 1099’s) prior to the completion of the returns.
In a related matter, the students were asked to make recommendations regarding how to improve the various client
confidentiality issues. Several good recommendations were forthcoming, such as the adoption of the online method of
filing the return (which does not require taxpayer information to be downloaded on USB drives). The course was
modified to include the adoption of the online method of filing the return (which also reinforces the students’ technology
skills).
43
In ACCT 390, the students are scored by the taxpayer immediately after having their individuals tax return completed.
Taxpayers are given an opportunity to express their satisfaction or dissatisfaction by filling out an anonymous survey
upon completion of their tax return. On one part of the survey, taxpayers were asked to rate their satisfaction in six
questions concerning their tax-return preparation experience. Taxpayers rank their satisfaction using a 5 point scale where
“very satisfied” is indicated by a 5 and “very dissatisfied” is indicated by a 1. The criteria included: length of wait, privacy
of meeting, preparer’s ability to explain returns, preparer’s ability to under taxpayer’s tax situation, preparer’s ability to
answer taxpayer’s questions, and the preparer’s professionalism.
Exhibit 5: VITA Tax Survey Instrument - ACCT 390
In general the taxpayers express their satisfaction with the students’ work preparing their federal and state tax return.
While some of this satisfaction may be because the VITA program provides free tax services, it is a fairly difficult activity
to prepare anyone’s tax returns while they watch. The taxpayers’ surveys indicate that our accounting students in ACCT
390 are viewed as able to explain the tax return process, understand the taxpayers’ tax situation, able to answer the
taxpayers’ questions, and appear professional. Over the 5-year period our students have been generally ranked over 4.5
out of 5 on every measure and often as high as 4.8 out of 5.
44
Table 15: VITA Survey Results - ACCT 390 ACCT 390
VITA SURVEY RESULTS
use the following rating scale: 1=very dissatisfied, 2=somewhat
dissatisfied, 3=neutral, 4=somewhat satisfied, 5=very satisfied
2007-
2008
2008-
2009
2009-
2010
2010-
2011
2011-
2012
12) The amount of time you had to wait. 4.52 4.63 4.32 4.55 4.61
13) The privacy during your meeting. 4.39 4.66 4.51 4.69 4.62
14) The preparer's ability to explain the return filing process. 4.37 4.74 4.49 4.75 4.71
15) The preparer's ability to understand your tax situation. 4.44 4.69 4.60 4.73 4.65
16) The preparer's ability to answer your questions. 4.49 4.73 4.56 4.69 4.70
17) The preparer's professionalism. 4.47 4.77 4.56 4.81 4.79
18) Considering all your responses, how satisfied are you with the
entire return preparation experience?
4.33 4.81 4.57 4.91 4.82
ACCT 411 course (Advanced Taxation)
A second three-semester-hour course, ACCT 411, is required of all accounting graduates pursuing the Financial
Accounting Track in our accounting program. This second course is designed for those accounting students pursuing a
career in public accounting. It expands on and reinforces the knowledge and skills developed in ACCT 311 while
covering significant new topics not covered in ACCT 311.
ACCT 411, Advance Federal Income Taxation, is currently taught using an online version of the Gleim EA Review, Part
2: Businesses. Each tax student has access to RIA Checkpoint Tax Library for research assignments and supplemental
content. This online commercial learning system is delivered via the internet and allows for instructor real-time
monitoring of student homework and graded practice tests. This commercial learning system includes professionally
developed slide presentations, outlines and practice tests. The course instructor supplements the commercial learning
system with faculty-developed lectures delivered in a traditional classroom setting. Examinations are taken online in a
traditional computer lab setting with the course instructor proctoring the examinations. The twenty study units covered in
the course expand on the content of ACCT 311 and cover significant new content relevant to federal taxation of business
entities. New content includes: dispositions from partnerships, corporate liquidations, income taxation of trusts,
retirement plans and exempt organizations. Students complete a trust return on forms during the course.
Exhibit 6: Tax Research Assignment - ACCT 411 Tax Research (RIA)
ACCT 411
Fall 2012
-Open up your browser to http://www.USI.edu .
-Click on Rice Library to the left of the screen.
-Click on Databases in the center of the screen.
-Click on Business in the list of databases.
-Scroll down to RIA Checkpoint.
-Register for access to the database.
-Follow instructions.
-After you have received your username and password record them in a safe place.
-You may now logon from http://checkpoint.riag.com .
-Click on Research.
If you have a citation of an authority you may click on the Find by Citation links to your left. If you would like to browse
through a library then you may click on Table of Contents to your right until you find the specific authority you seek.
If you would like to search by use of a word in a document you may type that word(s) where it says Enter Keyword and
then check the box for the library (Editorial Materials, Primary Sources, etcetera) you would like to search.
45
Similar to ACCT 311, in ACCT 411 tax research memorandums were scored by the instructor using a modified version of
the College of Business communication rubric. Students’ research memorandums were again evaluated on six criteria as
to whether the student met expectations on a three-point scale. The score of 1 indicates below expectations and the score
of 3 exceeding expectations. The criteria included: research issue, citation, organization, research content,
grammar/usage, and conclusion. In addition, data was collected from Form 1040 and Form 1120 tax return assignments.
The tax returns were divided into their component parts or schedules to determine those areas of the returns which posed
the greatest challenge to students.
Table 16: Tax Research Assessment - ACCT 411
Accounting 411
Tax Research
Spring
2008
Fall 2008 Fall 2010 Fall 2011 Fall 2012 Average
Totals
Purpose/Opening
Statement (Issue)
n/a 2.35 2.30 2.71 N/A 2.45
Citation 1.65 1.65 1.98 1.92 N/A 1.8
Organization and
Logic (Form and
Analysis)
2.23 2.59 2.03 2.56 N/A 2.35
Content Quality
(Research)
1.15 2.00 1.98 2.4 N/A 1.88
Standard English
and Vocabulary
2.69 2.12 2.56 2.23 N/A 2.4
Closing
Statement
(Summary and/or
Conclusion)
n/a 1.94 2.03 2.64 N/A 2.20
Average Total 1.93 2.11 2.15 2.41 N/A
ACCT 413 course (Accounting Information Systems)
Learning Skills Outcome – Analytical Problem Solving
The ACCT 413 course (Accounting Information Systems) includes significant emphasis on the use of analytical problem
solving. This course strives to prepare accounting information professionals for the information age, and as such, students
learn the skills necessary to support the various accounting information customers and develop competence in justifying,
designing, and evaluating accounting information systems (i.e., the infrastructure that supports the production and
delivery of accounting outputs). As part of the evaluation process, an analytical problem solving case (and a related rubric
in Appendix D, Table 5) was used to assess the students’ analytical problem solving skills. Similar to the rubric used in
the ACCT 303 course, the following rubric measures the evidence, viewpoints, assumptions, implications, and solutions
in the case. The rubric was first utilized during the Spring 2004 semester.
The analytical problem solving case dealt with a capital budgeting decision related to the lease or purchase of a new
accounting information system for a not-for-profit hospital. The case used, among other factors, the payback method, the
annual rate of return, net present value method, and the internal rate of return in deciding whether to purchase a new
system, lease another system, or continue to use the old system. The case also dealt with “like-kind exchanges” related to
the acquisition of the new accounting information system. In addition to the various calculations, the case required the
students to consider both the financial and non-financial implications of the various alternatives and develop a
recommendation regarding the best course of action.
46
Exhibit 7: Analytical Problem Solving Assignment - ACCT 413
ACCT 413
Analytical Problem Solving Rossco is considering the purchase of a new computer with the following estimated costs; initial systems
design, $54,000; hardware, $74,000; software, $35,000; one-time initial training, $11,000; systems installation,
$20,000; and file conversion, $12,000. A net reduction of three employees is expected, with average yearly
salaries of $40,000. The system will decrease average yearly inventory by $150,000. Annual operating costs
will be $30,000 per year.
The expected life of the machine is four years, with an estimated salvage value of zero. The effective tax rate is
40%. All computer purchase costs will be depreciated using the straight-line method over its four-year life.
Rossco can invest money made available from the reduction in inventory at its cost of capital of 11%. All cash
flows, except for the initial investment and start-up costs, are at the end of the year. Assume there are 365 days
in a year.
Required:
a. Use a spreadsheet to perform a feasibility analysis to determine whether Rossco should purchase the
computer.
b. Compute the following as part of the analysis:
1. The initial investment
2. After-tax cash flows for years one through four
3. The payback period
4. Net present value
5. Internal rate of return
c. Provide four qualitative factors that should be considered as well.
The following course modifications were made in the ACCT 413 course based on the above course-embedded assessment.
Due to the assessment data, additional emphasis was placed on “capital budgeting” techniques and analytical problem
solving techniques in the ACCT 413 course. In addition, another new project was added to the course that required
students to review a case, use a spreadsheet program to develop a point-scoring matrix, and determine which of three
possible systems should be selected. The new project requires students to modify the weightings in the point-scoring
matrix, and then by using the new data, determine which of three possible systems should be selected. Due to these
course modifications, the performance of the students on the course-embedded assessment did improve during each of the
subsequent semesters.
On a related matter, other program changes were made based on the results of the data. First, the ACCT 315 course was
modified in order to place more emphasis on the chapters related to “capital budgeting” and to analytical problem solving.
In addition, based on the assessment of the students’ inability to recognize the implications of “like-kind exchanges,” the
various accounting topics dealing with the acquisition and disposition of property, plant, and equipment, and the various
accounting topics related to not-for-profit entities, the Program began a review of the Accounting and Professional
Services program to see if any changes needed to be made regarding the accounting curriculum.
ACCT 415 course (Auditing Theory and Practice)
Learning Skills Outcome - Analytic Thinking
The ACCT 415 course (Auditing Theory and Practice) includes significant emphasis on the use of analytical procedures in
the planning stage of the audit to identify account balances, financial ratios, and contradictory interrelationships that
indicate high risk audit areas. Students working in groups (representing “audit teams”) must prepare and analyze three
years of financial data for a hypothetical company and then discuss the amounts, trends, or relationships that raise “red
flags” of concern that need to be addressed during the audit. The audit teams must prepare a memo detailing their
concerns and explaining the potential audit implications. An Analytical Thinking Rubric (Appendix D, Table 6) is used to
assess their analytical thinking skills.
47
To measure whether this objective is being accomplished, each team’s financial analysis is reviewed for presentation
form, content, and accuracy. Each team’s discussion memo is evaluated using an analytical thinking rubric that measures
both issue identification and the audit implications of those identified issues.
The following course modification was made in the ACCT 415 course based on the above assessment tools. Due to the
assessment data, additional emphasis was placed on “analytical procedures” in the ACCT 415 course. Based on the
course modifications, the performance of the students improved during the subsequent semesters. On a related matter,
this assignment also tests the student’s spreadsheet and written communication skills, but these skills are graded on a
subjective basis rather than with a specific rubric.
Table 17: Analytic Thinking Assessment - ACCT 415 (Fall 2012)
Auditing Theory and Practice
Learning Skills Outcome Assessment Results
SCORES
TEAM ISSUE
FALL 2012 # IDENTIFICATION IMPLICATIONS AVERAGE
Section .001 1 6 4 5.00
2 7 7 7.00
3 5 5 5.00
4 8 7 7.50
SUBTOTAL 26 23 6.13
Section .002 1 6 6 6.00
2 6 6 6.00
3 8 8 8.00
4 6 5 5.50
5 8 8 8.00
SUBTOTAL 34 33 6.70
SEMESTER TOTAL 60 56 6.44
SCORES
TEAM ISSUE
SPRING 2012 # IDENTIFICATION IMPLICATIONS AVERAGE
Section .001 1 9 6 7.50
2 9 8 8.50
3 8 8 8.00
4 5 4 4.50
5 7 5 6.00
SUBTOTAL 38 31 6..90
1 8 8 8.00
2 8 7 7.50
3 8 8 8.00
4 7 7 7.00
5 6 5 5.50
SUBTOTAL 37 35 7.20
SEMESTER TOTAL 14 14 8.81
SCALE:
0-3 = DOES NOT MEET EXPECTATIONS
4-6 = MEETS EXPECTATIONS
7-10 = EXCEEDS EXPECTATIONS
48
ACCT 416 course (Advanced Costing Accounting)
Learning Skills Outcome - Oral Communication
The ACCT 416 course includes emphasis on the oral communication skills needed for the accounting profession. In the
ACCT 416 course, the instructor utilizes an oral presentation rubric to assess the students’ performance during a 15-20
minute group presentation. An Oral Communication Rubric (Appendix D, Table 7) is placed under “course documents”
in the Blackboard application so the students know what is expected of them regarding oral communication skills. In
addition, class time was used to address ways to improve communication skills. Based on the course modification, their
assessments related to oral communication skills have improved in subsequent semesters. However, the students still
need improvement in the conclusion trait of the rubric. Additional emphasis will be placed in this area during future
semesters.
In addition, based on the assessment data from the ACCT 315 course, the following course modification was made in the
ACCT 416 course. Due to the assessment data, additional emphasis was placed on “Ethical Awareness” in the ACCT 416
course, and similar to the modifications in the ACCT 315 course, an additional assignment (i.e., an ethical case) was given
during the semester. Due to this course modification, and the additional emphasis (mentioned above) on oral
communication skills, less time has been provided for in-class assignments in order to allow additional discussion on
these two areas. Additional assessments will be taken in subsequent semesters to see if the performance of the students
improves due to these course modifications.
ACCT 422 course (Financial Reporting and Analysis)
Learning Skills Outcome - Ethical Awareness
The ACCT 422 course includes significant emphasis on the ethical requirements of the public accounting profession.
Based on previous assessment, there is now a thorough discussion of the AICPA’s Code of Professional Conduct, with
particular emphasis on the requirements that must be met to be considered “independent” both in fact and in appearance.
To measure whether this objective was being accomplished, a twenty (20) question multiple-choice exam is given as part
of the curriculum. While all facets of professional responsibilities are covered, the exam concentrates most heavily on the
requirements to maintain independence. The results on nine (9) questions about independence are tracked for all students
in Accounting 422, as well as the results on a subset of five (5) of those questions that most directly reflect the basic
concepts of independence. Our goal was to have at least 75% of all students answer these questions correctly.
Table 18: Course-Embedded Assessment in the Financial Reporting and Analysis Classes - ACCT 422 Spring 2012 Fall 2012
Number of Percentage Number of Percentage
Question Number of Correct of Correct Question Number of Correct of Correct
Number Students Responses Responses Number Students Responses Responses
2 14 12 85.71% 2 7 5 71.43%
4 14 10 71.43% 4 7 6 85.71%
6 14 14 100.00% 6 7 6 85.71%
9 14 11 78.57% 9 7 6 85.71%
11 14 13 92.86% 11 7 5 71.43%
13 14 12 85.71% 13 7 7 100.00%
15 14 3 21.43% 15 7 5 71.43%
18 14 14 100.00% 18 7 3 42.86%
20 14 11 78.57% 20 7 6 85.71%
AVERAGE 126 100 79.37% AVERAGE 63 49 77.78%
4 14 10 71.43% 4 7 6 85.71%
9 14 11 78.57% 9 7 6 85.71%
11 14 13 92.86% 11 7 5 71.43%
13 14 12 85.71% 13 7 7 100.00%
18 14 14 100.00% 18 7 3 42.86%
AVERAGE 70 74 85.71% AVERAGE 35 27 77.14%
49
Two course modifications were made in the ACCT 422 course based on the above assessment tools. Due to the
assessment data, additional emphasis was placed on “Ethical Awareness” in the ACCT 422 course (i.e., ethical
requirements of the public accounting profession). There was also a more thorough discussion of the AICPA’s Code of
Professional Conduct, with particular emphasis on the requirements that must be met to be considered “independent” both
in fact and in appearance. Not surprisingly, the performance of the students improved once the course modifications were
made. Furthermore, due to the assessment data, the order in which students prepared the case study presentations was
changed in order to provide a more logical progression in terms of the students’ ability to handle increasingly more
complex cases.
The Process Used to Change the Curriculum Based on Assessment Data Direct methods such as case studies, senior projects, course-embedded assessments, presentations, internships and co-ops,
and standardized tests (e.g. ETS major field test) and indirect methods such as curriculum and syllabus analysis, focus
groups, and employer and student surveys were used to collect evidence about student learning and the learning
environment. Course-embedded assessments, such as the use of cases in upper-level accounting courses (e.g., the case
mentioned earlier in the ACCT 413 section), provided supporting evidence on the impact of some of the changes in the
Accounting and Professional Services program on student knowledge of accounting that we thought should be essential
in our accounting graduates.
Modification of the Accounting and Professional Services program based on the assessment evidence Based on the assessment evidence with regard to critical thinking and ethical decision making, a number of curriculum
changes have been implemented since the 2008 academic year. Figure 7 provides an overview of the number and types of
curricula developments that occurred in the Accounting Program since the last accreditation review. A combination of
factors led to these curricula changes including changes in professional standards, academic considerations, state
requirements, assessment evidence, resource availability, and employer perspectives.
Figure 7: Accounting Program Curricula Developments
ACCT 201 & 202 – In ACCT 201, an in-class simulation was modified in order to create a more complex capital
structure of the corporations and partnerships used in order to accelerate the ratio analysis items that were covered later in
the course. This allows for a more robust presentation of financial analysis than in previous course outlines. Assessment
evidence indicates that a deeper understanding of the uses of the financial statement can be achieved an earlier point in the
course. In addition, initial results suggest that a mastery of the accounting cycle can simultaneously be taught with
financial analysis to strengthen both competencies at an earlier point in the instruction period. The next round of
assessment evidence will influence further enhancements in the simulation. In ACCT 202, new material was recently
introduced that includes several Internet research problems for financial analysis. In these problems, students are directed
to company annual reports to extract data and prepare ratios and evaluate accounting treatment.
ACCT 303 & 304 – In ACCT 303, special contemporary topics were included in the course coverage in order to provide
additional opportunities to develop professional research skills. Topics are assigned for a short research paper that focuses
50
on a current exposure draft or practice item that has been recently issued or revised. The research requires an historical
overview of prior principles and practices leading to the current modification. The final assessment is to evaluate the
assertions of the new GAAP promulgation and the expected result to users of the financial statements and any other
stakeholders deemed materially affected. This assignment requires citations to create a “paper trail” of the scope of the
research work and finally a personal opinion supported by the evidence and citations presented. This assignment is also
targeted at the student’s ability to synthesize conflicting interests and views in accounting practice and write in a concise
and organized manner. In ACCT 304, a recent change was made in the course to introduce students to the FASB
Codification website. Students are given two general topics to research and use their research skills, locate the correct
answers related to the topics. Through our university subscription, students have full access to all features including
search and link functions. In addition, changes were made to this course to include two ethics cases each semester (i.e.,
one at the beginning of the semester and one at the end). The class discusses the ethical decision making process and how
to apply the process to each of the cases.
ACCT 311 –Given the primary objective of the tax curriculum is to teach tax concepts and knowledge, a decision was
made to devote more time to skill-building assignments such as research memorandums and tax return preparation. In
addition, changes were made in the distribution of materials, as the prior method often caused students to incorrectly cite
tax authorities.
ACCT 315 – In Cost Accounting, there is an increased focus on ethical decision-making as a result of assignments that
include problems with an ethical component. Current research topics have been added to the course syllabus for the
required research paper, and the written communication rubric has been used for the research paper assessment.
ACCT 390 – This service-learning course is generally known as the VITA course and operates under the overall direction
of the Internal Revenue Service (IRS). Accounting students taking this class actually help private individuals in preparing
their income tax returns. The IRS conducts a survey of each person whose tax return is prepared by a USI student and the
results of that survey are provided to the Accounting Program. Based on the VITA ratings several adjustments were made
to the course. For example, the physical arrangements were changed to provide more privacy. More time was spent
teaching the students how to conduct themselves in a professional manner in explaining the tax process, which caused
them to appear more confident in what they were doing.
ACCT 401 –The intent is to broaden the exposure of the students to a global perspective that relatively few students bring
to the class. It is important for students to understand at least two topic areas with significant international dimensions.
These are (1) foreign currency accounting and (2) international financial statement translation. Providing materials that
prepare students to consider the business implications of these topics addresses a gap that exists in current textbooks.
Additionally, students gain a broader base of the factors in current international accounting practice and current global
economic issues affecting accountants. In addition to the materials in the textbook, we added additional handouts and
examples of international accounting standards to the class experience. The examples used in the classroom are either
revised from publisher material or we added additional contemporary outside issues that fit well into the lectures.
ACCT 413 - The Accounting Information Systems (ACCT 413) instructor now utilizes a common assignment in all of the
Accounting Information Systems classes that requires students to demonstrate issue identification, analysis and decision-
making. In addition, a new project was added to the course that requires students to review a case, use a spreadsheet
program to develop a point-scoring matrix, and then using the new data determine which of three possible systems should
be selected. This is aimed at developing greater competency in providing a recommendation that follows from prior
analysis.
ACCT 422 - Another adjustment occurred in the Financial Reporting and Analysis (ACCT 422) course with the
introduction of course-embedded assessment related to ethical decision making. The course-embedded assessment
involved a twenty question multiple-choice exam given as part of the curriculum. While all facets of professional
responsibilities are covered, the assessment concentrated primarily on ethical issues related to “independence.”
Additionally, the course now includes more discussions of ethical situations in the classroom and a more thorough
discussion of the AICPA’s Code of Professional Conduct, with particular emphasis on the requirements that must be met
to be considered “independent” both in fact and in appearance.
