Assessment Brief 2024/2025
Please make sure you carefully read and understand the question or task. If you have unanswered questions, please post these on the course Moodle Discussion Forum, and we’ll respond.
Assignment Information
|
Course Code |
ACCFIN5242 |
|
Course Title |
Accounting for Management |
|
Weighting |
20% |
|
Question release date |
Friday 04 October 2024 |
|
Submission date: |
Friday 08 November 2024 by 12 noon |
|
Grades and Feedback to be released on: |
Friday 29 November 2024 |
|
Word limit |
2000 (+/- 10%) Refer to word limit policy |
|
Action to be taken if word limit is exceeded |
Anything beyond the required limit will not be marked |
- QUESTION/ DESCRIPTION OF ACTIVITY
Management accounting is techno-procedural and provides multitudes of instruments for management purposes. However, it operates in a wider organizational and social context creating situational practices as well as intended and unintended consequences.
- Task: Elaborate this statement into a 2000-word academic essay. Use relevant readings, cite them appropriately, and provide the list of the references you have cited.
Intended Learning Outcomes aimed by this individual assignment:
- Explain the roles of accounting in management.
- Apply the knowledge of costing practices and their implications for management.
- Apply the knowledge of performance measurement practices and their implications for management.
Suggested structure
- Introduction – 250 words
- Instrumental view – 500 words
- Organizational and social view – 500 words
- Practices and consequences – 500 words
- Conclusions – 250 words
- ASSESSMENT RUBRIC/ CRITERIA
A holistic rubric provides a list of assessment 代 写ACCFIN5242 Moodle Discussion Forumcriteria together with broad description of the characteristics that would be expected for each level of performance.
|
Criteria |
Excellent |
Very Good |
Good |
Satisfactory |
Weak |
|
Answers the question/problem or topic set |
Everything written is clearly relevant to the question; each fact, concept, argument, and piece of evidence fully contributes and makes a difference to the answer, or the examples used in class discussion |
Most writing is largely relevant to the question; each fact, concept, argument, and piece of evidence largely contributes and makes a difference to the answer |
Most writing written is generally relevant to the question; each fact, concept, argument, and piece of evidence generally contributes and makes a difference to the answer |
Some writing is vaguely relevant to the question; each fact, concept, argument, and piece of evidence vaguely contributes and makes a difference to the answer |
Everything written is not clearly relevant to the question; each fact, concept, argument, and piece of evidence not clearly contributes and does not make a difference to the answer |
|
Makes a convincing argument supported by appropriate evidence
|
Builds an innovative case; goes beyond a list of facts; facts and evidence support the case being made; demonstrates clear evidence of interpretation and evaluation; argues for a position, rather than merely asserting an opinion; anticipates and responds to possible counterarguments; reaches reasonable concluding remarks where applicable and assesses the strength of them |
Builds a case; Largely goes beyond a list of facts; facts and evidence support the case being made; demonstrates evidence of interpretation and evaluation; argues for a position, rather than merely asserting an opinion; anticipates and responds to possible counterarguments; reaches concluding remarks where applicable and assesses the strength of them |
Builds a case; Generally, goes beyond a list of facts; facts and evidence support the case being made; generally, demonstrates evidence of interpretation and evaluation; generally, argues for a position, rather than merely asserting an opinion; anticipates and responds to possible counterarguments; reaches concluding remarks where applicable and assesses the strength of them |
Builds a case; Vaguely, goes beyond a list of facts; facts and evidence vaguely support the case being made; demonstrates evidence of interpretation and evaluation; vaguely, argues for a position, rather than merely asserting an opinion; anticipates and responds to possible counterarguments; reaches concluding remarks where applicable and assesses the strength of them |
Does not builds a case; goes beyond a list of facts; facts and evidence does not support the case being made; does not demonstrate evidence of interpretation and evaluation; does not argue for a position – merely asserting an opinion; does not anticipate and respond to possible counterarguments; does not reach concluding remarks where applicable and assesses the strength of them |
|
Demonstrates and applies relevant subject specific knowledge/understanding |
Answer demonstrates an excellent understanding and application of disciplinary concepts, ideas, procedures, and excellently illustrates application of concepts and ideas |
Answer better demonstrates understanding and application of disciplinary concepts, ideas, procedures, better illustrates application of concepts and ideas |
Answer acceptably demonstrates understanding and application of disciplinary concepts, ideas, procedures, acceptably illustrates application of concepts and ideas |
Answer reasonably demonstrates understanding and application of disciplinary concepts, ideas, procedures, reasonably illustrates application of concepts and ideas |
Answer does not demonstrate understanding and application of disciplinary concepts, ideas, procedures, does not illustrate application of concepts and ideas |
|
Has an appropriate structure
|
Has an excellent logical sequence, ideas relate to each other and to topic, provides signposts for the reader (e.g. ‘there are three main reasons for this, ‘taking a different perspective…’, a possible counter-argument might be….’), conclusions drawn logically follow from the arguments and evidence presented |
Has a very good logical sequence, ideas relate to each other and to topic, provides signposts for the reader (e.g., ‘there are three main reasons for this, ‘taking a different perspective…’, a possible counter-argument might be….’), conclusions drawn logically follow from the arguments and evidence presented |
Has a good logical sequence, ideas relate to each other and to topic, provides signposts for the reader (e.g., ‘there are three main reasons for this, ‘taking a different perspective…’, a possible counter-argument might be….’), conclusions drawn somewhat logically follow from the arguments and evidence presented |
Has a reasonable logical sequence, ideas relate to each other and to topic, provides signposts for the reader (e.g., ‘there are three main reasons for this, ‘taking a different perspective…’, a possible counter-argument might be….’), conclusions drawn vaguely follow from the arguments and evidence presented |
Has not a logical sequence, ideas relate to each other and to topic, does not provide signposts for the reader (e.g., ‘there are three main reasons for this, ‘taking a different perspective…’, a possible counter-argument might be….’), conclusions does not logically follow from any argument or evidence. |
|
Follows the appropriate academic and stylistic conventions (Harvard) with regard to formatting, citations and references
|
Sources used are correctly cited in the text and included in the reference list/ bibliography; document is formatted according to instructions; where appropriate diagrams, charts and graphs are properly labelled |
Sources used are correctly cited in the text and included in the reference list/ bibliography; document is formatted according to instructions; where appropriate diagrams, charts and graphs are properly labelled |
Sources used have some errors in the text and there are some errors in the reference list/ bibliography; document is formatted according to instructions; where appropriate diagrams, charts and graphs are properly labelled |
Sources used have many errors in the text and there are many errors in the reference list/ bibliography; document is formatted according to instructions; where appropriate diagrams, charts and graphs are properly labelled |
Sources used are not correctly cited in the text and included in the reference list/ bibliography; document is formatted according to instructions; where appropriate diagrams, charts and graphs are properly labelled |
- FEEDBACK METHOD
Formative feedback will be provided during tutorials. Feedback on your assignment will normally be provided via Moodle. Generic (class-level) feedback and grade profiles will normally be posted on Moodle.
Students can use academic staff office hours for additional feedback on your work.
标签：Forum,argument,Discussion,list,ideas,Moodle,evidence,each,possible From： https://www.cnblogs.com/CSSE2310/p/18518852