英國(guó)dissertation網(wǎng)-桑德蘭大學(xué)國(guó)際財(cái)務(wù)報(bào)告-UNIVERSITY OF SUNDERLAND- INTERNATIONAL FI

UNIVERSITY OF SUNDERLAND
SUNDERLAND BUSINESS SCHOOL
APC311 INTERNATIONAL FINANCIAL REPORTING ASSIGNMENT: April 2011

Aims:

1. To allow students to explore in greater detail the major learning outcomes of the module and to demonstrate a detailed knowledge and understanding thereof.

2. To assess students’ ability to

(i) appropriately summarise and structure information
(ii) identify relevant information from a given set of literature
(iii) understand and argue the chosen relevant information, and
(iv) present it in an appropriate written form

3. To develop or confirm students’ word-processing skills.

Assignment brief:

The financial statements must "present fairly" the financial position, financial performance and cash flows of an entity. Fair presentation requires the faithful representation of the effects of transactions, other events, and conditions in accordance with the definitions and recognition criteria for assets, liabilities, income and expenses set out in the Framework. The application of IFRSs, with additional disclosure when necessary, is presumed to result in financial statements that achieve a fair presentation. [IAS 1.15]
By using the relevant international accounting standards (IASs) which are taught in the module APC311, you are required to provide critical discussions on the above statement.

Your assignment should aim to provide readers with comprehensive knowledge and critical reviews of this area covering, for example:
• A knowledge of different accounting treatments in individual accounting standards
• A knowledge of implications of different accounting treatments on usefulness of financial statements
• Your own understandings of, comments on, arguments and contributions to the topic, such as key qualitative characteristics, true and fair view/fair presentation, creative accounting, etc..
• Any other important issues which you think should be addressed

Learning outcomes:

The assignment covers all module learning outcomes.

Further details:

This is an individual assignment of around 3,000 words (limited between -10% - +10%).

This assignment contributes 100% to the final assessment mark for this course.

Please note that the University policy on cheating collusion and plagiarism will be applied to this piece of work.

Marking Guide:

Marks will be awarded with respect to the following assessment criteria.

ASSESSMENT CRITERIA

Criteria Fail (<34) Fail (35-39) 3rd (40-49) 2:2 (50-59) 2:1 (60-69) 1st (70+)
Module learning outcomes Does not meet the majority of the MLO’s Meets some of the MLO’s but not al of them Meets all of the MLO’s but at a very basic level All the MLO’s are met but there is some inconsistency in performance Clearly meets all the MLO’s and demonstrates a good level of consistency Clearly meets all the MLO’s and demonstrates an excellent level of consistency#p#分頁(yè)標(biāo)題#e#
Knowledge of relevant concepts and issues Does not identify the concepts relevant to the question or introduces topics that are not relevant. The ordering of the concepts indicates a lack of understanding of key concepts. Identifies few of the concepts relevant to the question. Those concepts that are used are misapplied. The ordering of the concepts is in appropriate. Identifies some of the key concepts, but not all of them, or displays an in correct understanding of some of the concepts discussed. The ordering of the concepts may be adhoc. Identifies and utilises some of the key concepts relevant to the question. Uses some of the concepts, but not always in an appropriate context. The work is ordered appropriately Identifies the majority of the key concepts relevant to the question and uses them in an appropriate context. Orders and structures them in a logical sequence Identifies all of the key concepts relevant to the question and uses them in an appropriate context. The material is structured to show significant understanding of the key issues.
Depth of understanding and extent of critical evaluation (including evidence of wider reading) The student has not answered or addressed the question set or appears to have answered a different question to that set. There is no evidence of any reading. No key issues identified. There is no evaluation of the validity of the sources used or the work is based on one key source. Inappropriate sources are used extensively. There is no evidence of appropriate wider reading. No reflection on key issues. There is some evaluation of the materials used in the work. The work is based on a limited number of appropriate sources.
Little reflection on key issues. Good evaluation of materials used, with discernment obvious as to key sources. The work is based on a number of appropriate sources. Some reflection on key issues. Good evaluation of all key/important sources materials used. The work is based on a wide range of appropriate sources. Good reflection on key issues. The work is set in a context where wider reading and appreciation of the context is obvious. The material included is relevant to the topic and appropriate in addressing the key issues identified in the assignment
Evidence of appropriate analysis The student does not draw any relationships from the material used or the student is incorrect in the relationships that they draw. The student draws one or two basic relationships from the material used, but then subsequently misapply these concepts. The student draws one or two basic relationships from the material used, but fails to identify other important relationships. There may be some evidence they have not clearly understood all of the material they have presented The student draws some limited relationships from the material used. There might be minor issues where the student is incorrect in the assertions that they make, but overall they demonstrate appropriate analysis. The student starts to demonstrate they understand the key relationships from the material used. There are no substantive errors in their analysis. All the key connections are drawn between materials from different sources. The student makes no substantive errors in their analysis and reflects upon the key issues identified in their analysis.#p#分頁(yè)標(biāo)題#e#英國(guó)留學(xué)生國(guó)際財(cái)務(wù)報(bào)告寫(xiě)作
Ability to synthesise relevant material from a range of sources The student uses very few if any appropriate sources. There is extensive repetition of notes from the workbook. The student uses just a few non-academic sources of information or the material used is inappropriate for UG level study. They quote verbatim extensively from one or two sources. They use quotations incorrectly to support an argument. The student uses a few sources of information or the material used is inappropriate for UG level study. Extensive verbatim quotes are used as a replacement for the students own work. The student may be limited in their use of academic sources such as journals and books, but there is evidence that they have attempted to access a range of sources including non-academic ones. The student has accessed a range of academic sources such as journals and books, and also appropriate non-academic ones. Verbatim quotes are used to enhance the arguments being developed rather than as a replacement for the students own work. The student has accessed a wide range of appropriate sources. They make reference to a wide range of material in their work. Verbatim quotes are used from a range of sources to illustrate and support the arguments being developed, but without becoming a substitute for the students own work.
Structure and clarity of presentation. The work has no coherent structure. The work is littered with spelling and typographical errors. Very poor use of English. Where appropriate tables/graphs are not used. Referencing is poor or non-existent. The work is poorly organised, and structured. There are many spelling and typographical errors. Poor use of English. Where appropriate tables/graphs are not used. Referencing is patchy and incomplete. The work is poorly structured. There are spelling and typographical errors. Poor use of English. Where appropriate tables/graphs are not used appropriately. Some of the referencing is incomplete The work has a clear structure and generally a logical progression. Occasional typographical and spelling errors. Some use of tables/graphs is made where appropriate. The work has overall a coherent structure and a clear and logical progression. Very few typographical and spelling errors. Good use of tables/graphs is made where appropriate. The work is well structured with clearly defined objectives that are achieved. Typographical and spelling errors are rare. Excellent use of tables/graphs is made where appropriate.