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Communicate with IT professionals, stakeholders and user groups of information systems

ASSESSMENT BRIEF
Subject Code and Name ACCT6001 Accounting Information Systems
Assessment Assessment 3 – Case Study – Excel
Individual/Group Individual
Learning Outcomes (d) Apply technical knowledge and skills in creating information for the workplace using spreadsheets and relational databases
(e) Communicate with IT professionals, stakeholders and user groups of information systems
Weighting 25%
Total Marks 100 marks
Context:
The spreadsheet is a powerful tool that has become entrenched in business processes worldwide. A working knowledge of Excel is a crucial skill for accountants. This assignment aims to assess the student’s ability to create spreadsheets. Students will be using raw data and summarising them in a user-friendly format to aid decision making. Students will need to recommend additional excel-based analysis that facilitates business decision making.
Submission Instructions:
Students need to submit their Excel Workbook which includes the analysis and recommendation sheet. The file should be provided in the following format: Student ID_ Student Name_ ACCT6001 Assessment 3.xlxs
Example: 0009989t_Adam Smith_ACCT6001 Assessment 3.xlxs
Eljay School
A large Australian School has recently opened an online education division called Eljay. The school provides online education services to students from around the world. In an effort to improve the services offered to students, a job management system was developed to improve the responses provided to student queries. At the end of every week, a manager from the administration team archives an excel file that contains data about student queries for that week. The manager of the administration team believes that the data within this spreadsheet would be valuable for business decision making. However, employees within the team lack the technical knowledge to analyse and interpret this data. Subsequently, the manager is unsure how to utilise this data to gain insights on how to improve response times and outcomes for students.
The administration team manager decided to hire you to assist in analysing and interpreting the data. The table below shows a data file that was archived containing information on student queries for one week.
Table 1
Job Code Student ID Student Name Date Opened
(d/mm/yyyy h:mm) Date Closed
(d/mm/yyyy h:mm) Hours Charged Job Type Job Priority Job Status
0001 0009990t Charles Brody 01/08/2020 10:30:49 01/08/2020 12:30:49 2 IT Important Closed
0002 0001090t John Lucas 02/08/2020 15:23:26 02/08/2020 16:23:26 1 IT Normal Closed
0003 0009989t Adam Smith 02/08/2020 18:21:46 04/08/2020 16:20:23 1 Teaching Less Important Closed
0004 0001100t Maree Sarah 03/08/2020 09:36:21 05/08/2020 12:20:23 4 Teaching Normal Closed
0005 0009988t Eve Bonny 04/08/2020 12:24:20 6 Assessment Important Re Process
0006 0001120t Adelle Smith 04/08/2020 09:28:26 1 Assessment Less Important Open
0007 0009987t Jill Water 05/08/2020 11:30:33 3 Assessment Important In Process
0008 0001130t Jack Hill 06/08/2020 12:10:33 06/08/2020 14:30:33 2 Assessment Important Closed
While only a small number of queries were received from students in the first week of the month, student queries are expected to go up over the remainder of the month. However, before getting actual data from the job management system in the coming weeks, Eljay school has asked you to explore the possible analyses that can be performed if using the current output. Eljay provided you with a document listing specific instructions on what you are expected to do in Excel. The instructions are listed below.
Requirements
(1) Open an Excel Workbook and name it as ‘Student ID_ Student Name_ ACCT6001 Assessment 3’ (i.e. 0009989t_Adam Smith_ACCT6001 Assessment 3). Create a worksheet labelled as ‘Job Data’. Make a table similar to the one above using hypothetical details for 50 students. The table should include the following columns: Job Code, Student ID, Student Name, Date Opened, Date Closed, Job Type, Job Priority, Job Status.
In your hypothetical data, assume:
a) all student queries were made by students located in Australia,
b) at least 30 jobs that have a job status of “closed”
c) at least one of each Job Status is included in the data set for each Job Type. For example, include at least:
• “open”, “in process”, “re process”, and “closed” entries for “IT”,
• “open”, “in process”, “re process”, and “closed” entries for “Teaching”, and
• “open”, “in process”, “re process”, and “closed” entries for “Assessment”
d) All queries are made between 01/08/2020 and 28/08/2020.
e) Each student lodges a query in the job management system only once. So, each row of data contains information about a specific student.
(2) In the ‘Job Data’ worksheet, add a column labelled as ‘Time taken to close job. This column should show the time spent resolving each job (e.g. student query). The values for this column should be reported using the “number” format and calculated using a:
a) combination of the date opened and date closed columns.
b) formula that only includes entries with a “Job Type” equal to “Closed”.
(3) Create a new worksheet in your workbook and label it as ‘Job Duration’. In this worksheet:
a) Report the descriptive statistics (i.e. mean, median, maximum, minimum) for both the “Time taken to close job” column added to the ‘Job Data’ worksheet and the “Hours Charged” column. A brief commentary on the results should be provided (between 50 and 100 words).
b) Include another table in this worksheet showing for each week the:
• Total number of jobs,
• Total number of jobs “Closed”,
• Total number of “Important” jobs “Open”, and • Average time taken to close “Important” jobs.
The values for each week should be calculated using Excel formulas based on values from the ‘Job Data’ worksheet (e.g. the values in your table should change if values in the ‘Job data’ table change). The table may look like Table 2.
Table 2
Week 1 Week 2 Week 3 Week 4
Job Count 8 13 9 15
Jobs Closed 5 6 7 12
“Important” Jobs “Open” 1 1 2 3
Average time taken to close “Important” jobs 1.5 1.8 2.6 3.9
The administration team believe that the problem with Key Performance Indicators focused on the number of jobs closed each week was that “important” jobs were not being prioritised. Do you find support for this belief? Use a chart(s) to report the results for correlation to support your answer.
(4) Create a worksheet labelled as ‘Job Type’. Include a table in this worksheet showing the number of jobs for each week grouped by the three different job types. The values should be directly linked to the ‘Job Data’ worksheet. The table may look like Table 3.
Table 3
Job Type Week 1 Week 2 Week 3 Week 4 Total
Assessment 4 6 4 7 21
IT 2 3 2 3 10
Teaching 2 4 3 5 14
Total 8 13 9 15 45
(5) Create a worksheet and label it as ‘Pivot Tables and Charts’. Build tables and charts that show the average Job Duration by Job Type and Job Priority. Provide these by creating 2 pivot tables/charts (one for each Job Type and Job Priority). Place both of these tables and charts on the same worksheet. A sample for output of Job Duration by Job Type is shown in Figure 1.
For each table/chart, comment on whether you think the school would be able to introduce a policy of no more than 2 working days (48 hours) to resolve students queries.
Figure 1
(6) Of the employees directly responsible for resolving student queries, the school currently has 3 contract-employees working in the administration team, 2 in the teaching team, and 1 in the corporate services team. Contract employees from the administration team charge the school $60 per hour, teaching team employees charge $80 per hour and corporate services $110 per hour. The administration team manager, who receives a salary of $70,000 per annum, asked you about using data from the job management system to develop a monthly budget. The following information was gathered for you to use in developing this budget.

  1. “Hours charged” for “Assessment” jobs are invoiced by the administration team 60% of the time and the remaining 40% of the “Hours charged” are invoiced by the teaching team.
  2. All “Hours charged” for “IT” jobs are invoiced by corporate services team
  3. The “Hours charged” to “Teaching” jobs are invoiced by the teaching team 90% of the time while the remaining 10% are invoiced by the administration team.
    Create a ‘Budget Summary Report’ worksheet. Include a table with a column for the Team, Estimated hours, and Total Costs. The values for the estimated hours charged column should be linked to the ‘Job Data’ worksheet. Use appropriate functions to fill out the remaining cells of the table. A sample table is shown in Table 5.
    Table 5
    Team Estimated hours Cost (per hour) Total costs
    Administration 33 60 71,890.00
    Corporate Services 48 110 5,280.00
    Teaching 51 80 4,080.00
    Generate a pie chart to show the distribution of expected costs across different teams.
    (7) Due to the recent economic crisis around the world, the school would like to cut costs and automate several processes. Given strong industry demand for using Artificial Intelligence (AI) tools to manage customer queries, you believe that a large number of student queries could be managed using an AI bot. However, to implement this technology at the school, a part-time employee will need to be employed along with a software-as-a-service (SAAS) subscription. The part-time employee will cost $35,000 per year. However, you expect that the budgeted costs (in requirement 6) will be significantly reduced. If the school purchases the AI bot, it will half the amount of time required by the administration manager to manage student queries, reducing this cost to $35,000 per year. The percentage of “Hours charged” will also decrease for all job types and only a small charge per “Closed” job will be incurred for the SAAS subscription (as shown in Table 6).
    Table 6
    Team Reduction in “Hours charged” (%) Charge per “Closed” job
    Assessment 60% $1.20
    IT 30% $2.20
    Teaching 20% $1.60
    If the School does not implement the AI bot tool, the number of jobs performed by employees will remain unchanged. Do you recommend the School purchases the AI bot?
    (8) Create a worksheet labelled as ‘Analysis and Recommendation’. This worksheet should contain the following three sections.
    a) Findings – Briefly summarise your findings based on the analysis performed in requirement 2 to requirement 7.
    b) Recommendation for additional analysis – In this section, you should comment on whether additional analyses can be performed using the types of data that the administration team manager currently receives from the job management system. You should provide one example of an additional analyses that can be performed using the given data and explain how to perform the analysis. Comment on how the additional analysis would help the administration team manager to make business decisions.
    c) Recommendation for additional data – Currently there is an option for the administration manager to get other types of data from the job management system. Provide one practical example of an additional type of data that should be collected about student queries (e.g. jobs). Suggest the type of analysis that can be done using the additional data. Comment on how the analysis on additional data would help the administration department improve business decision making.
    Learning Rubric: Assessment 1
    Assessment Criteria Fail
    (Unacceptable) 0-49% Pass
    (Functional)
    50-64% Credit
    (Proficient) 65-74% Distinction
    (Advanced)
    75 -84% High Distinction
    (Exceptional)
    85-100%
    Formulae, formatting and cell references
    20 % Formulae, formatting and cell reference are mostly incorrect and incomplete.
    Incorrect calculations and major mistakes in formulas are present.
    More than 50% of the formulae, formatting and cell references are correct.
    Several mistakes are present in calculations and formulas that have been used.
    Majority of the formulae, formatting and cell references are correct.
    There are minor discrepancies or mistakes in calculations and formulas used.
    Almost all formulae, formatting and cell references are correct.
    All calculations are correct and appropriate formulas have been used.
    All formulae, formatting and cell references are correct.
    All calculations are correct and appropriate formulas have been used.
    Tables, graphical presentation of data,
    Pivot Table
    40 % Some tables, graphs, pivot tables are missing or created with wrong or incomplete data.
    Poor visual presentation of data.
    Some mistakes are present in creating tables, graphs and pivot tables. Some mistakes have been done in data used, but overall student has proven working knowledge of the
    Excel tools used.
    Visual presentation of data needs improvement in some cases.
    Tables, graphs and pivot tables have been created with minor mistakes.
    Visual presentation could be improved.
    There are minor mistakes in table creation, graphs and pivot table.
    Overall very good understanding of the Excel tools with professional presentation of data.
    Tables, graphs and pivot table have been created correctly with excellent presentation of data.
    The student has shown excellent understanding of the Excel tools used in the assessment.
    ACCT6001_Assessment Brief 3_Case Study – Excel Page 6 of 7
    Analysis and
    Recommendation
    40% Recommendations and analysis are not provided or very weak.
    Limited application/ recommendations based upon analysis.
    The student demonstrated the ability to analyse and summarise data for the purpose of decision making.
    Recommendations are valid, but could be improved.
    Well-developed analysis and with Excel application and recommendations linked to the analysis.
    Thoroughly developed and creative analysis and synthesis with application.
    Well developed recommendations linked to the analysis undertaken.
    Highly sophisticated and creative analysis.
    Excellent recommendations linked to the analysis undertaken.
    ACCT6001_Assessment Brief 3_Case Study – Excel Page 7 of 7

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Groups and team impact health care organizations

Write a 175- to 265-word response to the following:

Team work and Groups

Team work is a vital ingredient to the success of any organization. Groups and teams are essential in the health care organizations because they accomplish tasks faster than individual work and they also work more efficient. In the healthcare organizations, the cooperation of employees as a team reduces workload as it enables them to share ideas and responsibilities(Babiker, et al., 2014). Generally, teamwork reduces work pressure on the individual worker and allows them thorough completion of their roles.

Explanation:

In the healthcare organizations, team work is important in ensuring important tasks are completed efficiently and in time. The first importance of team work in healthcare organization is that it encourages collaboration and enhances communication among the healthcare workers. Through teamwork, healthcare workers are able to make important decisions as a unit and towards a shared purpose(Babiker, et al., 2014). Team work is important in the healthcare system because clinical care has become more specialized and complex, therefore, healthcare workers must collaborate and work as a team in handle new cases, learn new ideas quickly, and coordinate medical interventions. My experience working with teams has been positive…………………………………………………………………………………………………

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Traditional experimental research dictates that there must be one or more experimental groups

 Traditional experimental research dictates that there must be one or more experimental groups (groups receiving a treatment or intervention) and a control group (which does not receive the intervention). Participants are assigned randomly to the experimental and control groups. Although experimental designs may be preferable to other designs, even in action research, they are not always feasible for practitioners for many reasons. There may be ethical issues regarding withholding an intervention from a client group; or time, financial, or logistical constraints may make it impossible to include random assignment into groups.

In such cases, the use of time-series research can provide a meaningful alternative to true experimental research. Time-series designs are quasi-experimental, meaning that they still seek to evaluate the impact of a treatment or intervention on a target group (or individual) but do not include random assignment to treatment and control groups. Researchers still have control over admittance criteria to the treatment group (e.g., mothers under the age of 21). Times series then allows researchers to take measurements of treatment effectiveness at various intervals over time. Taken together, these data points provide information about the intervention under consideration.

In this Assignment, you apply time-series research techniques to a case study.

To Prepare

Imagine that you are a human and social services professional working with a child, Kaya, who is having some behavioral problems at her elementary school. As a scholar practitioner, you approach your work with her from an empirical standpoint and want to measure the effectiveness of your recommended services. To date, you have provided information about resources to the family and coordinated services for the child and family.

As such, you pose the following research question: “What impact do the services the child is currently receiving have on reducing off-task behavior, physical aggression, and verbal aggression for the identified child?”

For the purposes of this research, the target behaviors are as follows:

  1. Off-task: failure to maintain eye contact with task at hand for more than 3 consecutive seconds
  2. Physical Aggression: hitting/pushing/kicking peers/teachers, throwing objects
  3. Verbal Aggression: threatening, yelling

Consider the following observation report:

During the first observation period, which was conducted on Monday (in math class) between 11:20 and 11:30, 10-minute, 10-second, partial interval recording was used to assess the frequency of off-task behaviors, physical aggression, and verbal aggression. Kaya was observed to be off-task during 12% of the intervals observed, engaged in physical aggression 0% of the intervals observed, and engaged in verbal aggression 2% of the intervals observed.

During the second observation (during recess), which was conducted on Wednesday from 9:00 to 9:30, Kaya was observed to be off-task during 15% of the intervals observed, engaged in physical aggression 20% of the intervals observed, and engaged in verbal aggression 3% of the intervals observed.

Kaya was also observed on Friday from 10:30 to 10:40 during a group activity. Kaya was observed to be off-task during 20% of the intervals observed, was observed to engage in physical aggression 7% of the intervals observed, and was observed to engage in verbal aggression 10% of the intervals observed.

Off-task                                Physical Aggression                                  Verbal Aggression

12%                                         0%                                                                   2%

15%                                        20%                                                                  3%

20%                                        7%                                                                    10%

The Assignment (1–2 pages)

Based on the data, you determine that you must design a behavioral intervention for Kaya and determine if it is successful. As you begin the process of investigating your research question:

  • Briefly describe a time-series design that you would use to investigate the impact of your intervention, and explain how you would collect and record the additional data. Be specific.
  • Select a method for graphically representing the provided data. Use the method to create a graph. (You can use Microsoft Excel or Word).
  • Analyze the data and provide a narrative description of your analysis.

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Conducting Time-Series Research Babbie (2011) illustrates time-series designs as a research design that involves measurement taken over time (p. 397). Another definition given by Senter (n.d.) expresses that time-series is a collection of quantitative observations that are evenly spaced in time and measured successively. Time-series research design has many applications and there are two central goals of any such study. The initial objective is the identification of the nature of a specific correlation or phenomenon must occur, by analyzing occurrences of observations as sequences. The next objective is that forecasting can be accomplished by examining the patterns to predict future time-series variable values. Senter (n.d.) explains that the goals of time-series analysis are (i) descriptive: identify patterns in correlated data trends and seasonal variation

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Treatment of non-white racial groups, as well as current immigration trends.

All healthcare workers must be culturally sensitive. To that end, they should have some understanding of this county’s history, particularly in its treatment of non-white racial groups, as well as current immigration trends.

How does the racial history of this county contribute to healthcare disparities? What are some other contributing factors?

What challenges are face by immigrants arriving in this country in the past 10 years when it comes to maintaining and/or improving their health.

What are some possible solutions that could help end healthcare inequities?

In correct APA style, list at least 2 sources that you to research these topics.

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Needs of certain groups of individuals or institutions (e.g., veterans, the elderly, the poor, hospitals, or clinics)

 Your task is to offer a detailed critique of a peer-reviewed article you locate in the CSU Online Library. The article must be related to explaining how the needs of certain groups of individuals or institutions (e.g., veterans, the elderly, the poor, hospitals, or clinics) can determine how government on the local, state, or federal level spends their money. Using the first few pages of Chapter 1 as a guide, select a specific group of individuals or institutions in our society as part of your search. In your critique, address the following questions/points:

  • What are the main points and arguments of the author(s)?
  • What is your opinion of the article? How does the article relate to your experience or current job in the public or nonprofit sector?
  • How can the points and arguments of the author(s) be applied to the public sector in a practical sense?
  • Describe how positive and negative externalities could affect the efficiency with which governments can allocate their resources to provide for the needs of citizens.

The critique should be roughly 500 words in length (approximately two double-spaced pages). Be sure to cite all borrowed, quoted, and paraphrased material appropriately in APA style. Your professor is most interested in your opinion (the second and third bullet points above).

Textbook:

Hyman, D. N. (2014). Public finance: A contemporary application of theory to policy (11th ed.). Cengage Learning. https://online.vitalsource.com/#/books/9781305474253

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My Groups Collaborate’ section of ACC03032 MySCU site or Zoom meeting

Assignment 1 – Individual participation with evidence of completion of self-reflection activities
Weighting: 20% (Wiki contribution for each of the ten (10) topics and one (1) review session with your tutor)
Due: Progressively. You need to post contributions for each of the ten (10) topics on your Wiki page and arrange one (1) review session with your tutor at a mutually convenient time between weeks 8 & 12.
You are required to do two (2) things as an individual student for this Assignment:
1. Provide evidence of attempting self-reflection activities as per Study Guide in your Wiki page for each for the ten (10) topics. (10 marks)
2. Arrange a review session with your tutor (online or face-to-face (if possible)) any time between weeks 8 & 12. (10 marks)
Make sure you PAY ATTENTION to the details below about each of these two things!
________________________________________
1. Provide evidence of attempting self-reflection activities as per the Study Guide in your Wiki page each for the ten (10) topics. (10 marks)
Ideally each week after completing your text reading and attempting the questions and activities as per your Study guide, you will attempt the self-reflection activities as set out in your study guide for that week. You are required to make notes as evidence of attempting these self-reflection activities and add those notes in your Wiki page.
Your contribution needs to demonstrate to the marker that you have been attempting and completing self-reflection activities as per the following schedule:
i. Evidence in Wiki on Topics 1 to 6 to be submitted and completed by end of week 6 for marking to take place between weeks 7 & 8; (5 marks)
ii. Evidence in Wiki on Topics 7 to 10 to be submitted and completed by end of week 11 for marking to take place between weeks 12 & 13. (5 marks)

Please note if the marker checks your Wiki between weeks 7 & 8 as per above schedule and your Wiki page is incomplete then you will receive a mark accordingly. Similarly, note if the marker checks your Wiki between weeks 12 & 13 as per the above schedule and your Wiki page is incomplete then you will receive a mark accordingly.
You will have sufficient time to complete your Wiki contributions and ideally this should be completed weekly but to allow flexibility you have the choice to add your notes at your convenience any time until the above-mentioned scheduled times. No extension to this task is possible due to the nature of this task. If you fail to make a contribution as per the above-mentioned scheduled times, then you will have lost the opportunity to gain those available marks.
If you are continuing to add your contributions weekly, then your Wiki page should be ready in time.
The marker is looking for following in your Wiki contribution:
Evidence of attempting your weekly self-reflection activities in the form of notes. Please note the task should not be treated at a tick flick task where student states they have completed their readings and self-reflection activities. You are to demonstrate an evidence of what you have read and understood by attempting the readings and self-reflection activities and uploading the evidence in Wiki page.
The evidence can be in the form of notes (typed or handwritten) for the self-reflection activities. Students can type their notes directly in the Wiki area or upload word document or a screenshot/picture of handwritten (should be in legible writing) notes. The point is not to be concerned with the format and style of presentation as form is less important than illustrating to the marker the evidence to demonstrate that you are doing the required work. Your notes could include evidence of relevant research and/or your personal reflection on any relevant current topic in addition to the self-reflection activities. You can include a link or a reference to that source of information but explain in your own words how that reading or activity has in any way helped (or not) you understand or expand your knowledge of the topic/subject. This is very individual task and your markers are open to your contribution. Do not be afraid to add your understanding or point of view as this task is not judgmental but only to observe your effort in learning and understanding the unit content. The purpose is to see your commitment and contribution toward the unit.
Please note it should not be a copy & paste of information from a web page or any other source as this will not count as an evidence of YOUR work.
Your Wiki page can be accessed via My Groups Group Wiki’ section of ACC03032 MySCU site.
________________________________________
2. Arrange a review session with your tutor (online or face-to-face (if safely possible)) any time between weeks 8 & 12. (10 marks)
We are aiming for one on one review meeting across the session with you tutor. The review meeting can be any time between weeks 8 & 12 during Session 2 and we aim for it to be anywhere between 15 to 30 minutes.
It is your responsibility to arrange a review meeting with your tutor either online or face-to-face (if safely possible to do so). Contact your tutor via email to arrange for a mutually suitable date/time for the review session. Your tutor may also provide options closer to the task due date/time. Those details will follow during the session. So please keep an eye out and check your SCU emails regularly.
The review meeting can either take place via ‘My Groups Collaborate’ section of ACC03032 MySCU site or Zoom meeting (a link Zoom meeting shall be emailed by your tutor in due course). You will be informed by your tutor how this review meeting will take place in due course.
The purpose of this review meeting is to demonstrate your understanding of the topics covered in ACC03032 unit. Your tutor/marker may select any of your Wiki contributions and could ask you a question relevant to the topic to review your understanding/assessment of the subject and assess your evidence against the unit assessment requirements.
Please note if you will be reading information from the Wiki or text or relevant resources then it would not demonstrate your understanding. Hence it would not attract any mark. Consider it this way, if you have done the work (completed the readings and attempted all the suggested activities as per Study Guide) then you would retain that information and should be able to talk/discuss about it comfortably.
________________________________________
Marking criteria Assignment 1
In assessing Assignment 1, the marker will take into account your performance in the following areas:
• logical coherence of discussion (unintelligible discussion will receive no marks)
• conciseness and clarity
• level of understanding of course concepts
• extent of evidence presented in support of your opinion (using examples from the topics to illustrate Topic theories and concepts).
• extent of insight provided (in the review session and comments this will be personal insight; this will be insight into the way your discussion illustrates understanding of theories and principles from the relevant topic … NOT summaries of the topic or definitions of the theories)