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Advice for teachers -
Accounting

​Unit 4 - Sample approaches to developing an assessment task

Area of Study 2

Outcome 2: Budgeting and decision-making

On completion of this unit the student should be able to prepare budgeted accounting reports and variance reports for a trading business usi​ng financial and other relevant information, and model, analyse and discuss the effect of alternative strategies on the performance of a business.

Step 1: Define the parameters of an outcome and its related assessment options

The VCE Accounting Study Design pages 28–29 provides details of the key knowledge and key skills related to Unit 4 Outcome 2 and the corresponding area of study, ‘Budgeting and Decision Making’.

Teachers should be familiar with the key knowledge and key skills relevant to the outcome being assessed in order to plan an assessment task. It should be noted that students are not obliged to identify every key knowledge and key skill dot point, nor should the task focus on too narrow a range of key knowledge and key skills.

The study design identifies a range of task types that could be used and the study advice provides detailed examples of sample tasks.

Step 2: Refer to the assessment advice

The performance descriptors in the study advice give a clear indication of the qualities and characteristics that should be apparent in a student response at each level of achievement. Teachers may select from a range of specified assessment tasks. Note: there is a requirement that at least 30 marks of the 100-mark weighting of School assessed Coursework for Unit 4 must be allocated to ICT-based assessment.

Step 3: Determine teaching and learning activities

Unpack the performance descriptors because they provide a clear indication of qualities and characteristics you will be seeking in a student response.

The teaching and learning activities should be designed to develop, maintain and extend student proficiency in all of the key knowledge and key skills.

Relate the key knowledge and key skills to the specific content to be taught.

Include activities designed to elicit students’ understanding and use of key knowledge and key skills for this outcome.

Teachers may consider using a range of tasks as part of the teaching and learning activities. Both key knowledge and key skills as specified in the area of study must be addressed, presented and practised in class in order to prepare students.

For example, in Unit 4 Area of Study 2 the teacher should focus on learning activities that would build student knowledge and skills so they can:

  • use applicable accounting terminology
  • explain and apply relevant qualitative characteristics and accounting assumptions
  • apply theoretical knowledge to simulated situations
  • manually prepare classified budgeted accounting reports and variance reports
  • use ICT, including spreadsheets, to prepare and analyse classified budgeted accounting reports and variance reports, and construct graphical representations
  • use ICT, including spreadsheets, to model and analyse the financial effects of alternative strategies to improve business performance
  • analyse and interpret classified historical, budgeted and variance reports, graphical representations and other information to evaluate the performance of a business
  • discuss strategies to improve the performance of a business
  • discuss and evaluate ethical considerations in relation to business decision-making and the strategies used to improve business performance.

Step 4: Design the assessment task

It is recommended that assessment tasks be completed in class under supervision and within a limited time frame. The overall assessment program for the unit should include a variety of assessment task formats, include provision for authentication of student work and take into account the overall workload for students. Schools may determine the conditions for each task.

Students should be advised of the timeline and conditions under which the task is to be completed.
The assessment task must directly assess the students’ grasp of the key knowledge and key skills as well as their ability to apply these to the task, and hence demonstrate achievement of the outcome to be assessed.

Clear instructions should be given regarding the requirements of the task, including criteria, time allocation and format. The task should be unambiguous, and the requirements of the responses should be explicitly stated.

The School-assessed Coursework task for Unit 4 Area of Study 2 should be completed at the end of Area of Study 2, to ensure that students have been exposed to, and had the opportunity to grasp, the specified key knowledge and key skills. The exact dates and times for assessment to take place is a school-based decision that may be determined after consultation with students, VCE coordinators and other key staff.

The School-assessed Coursework task for Unit 4 Area of Study 2 is worth 50 marks of the 100 marks available for internal assessment for Unit 4. This outcome lends itself well to be used as an ICT task. It should be completed at the end of Area of Study 2 to ensure that students have been exposed, to and had the opportunity to grasp, the specified key knowledge and key skills.

The marking scheme used to assess a student’s level of performance should reflect the relevant aspects of the performance descriptors and be explained to students before they start the task.

One approach to constructing the assessment task: Unit 4 Outcome 2

Construct a brief case study where students are presented with financial data relating to the preparation of budgeted accounting reports and variance reports for a trading business. Financial information and other related information should be incorporated. Then design questions where students are required to model, analyse and discuss the effect of alternative strategies on the performance of the business.

Specific key knowledge and key skills relevant to Unit 4 Area of Study 2 must be directly assessed. Questions must directly assess students’ ability to do these things. Students’ understanding of relevant ethical considerations should also be assessed.

Sources such as commercially produced School-assessed Coursework materials, financial reports and data, textbooks and the media can all be used as stimulus when designing a SAC assessment and developing questions. These materials should be adapted and modified, and used to assist in the development of questions that specifically address and assess students’ understanding and grasp of the key knowledge and key skills.

Allocation of marks

This task is worth 50 marks towards the total of 100 marks allocated to School-assessed Coursework for Unit 4. Please note that the VCE Accounting Study Design stipulates that at least 30 marks must be allocated to ICT-based assessment in Unit 4.

The teacher must decide the most appropriate time to set this task and inform the students of the date. This decision is the result of several considerations including:

  • the estimated time it will take to teach the key knowledge and skills for the outcome
  • the likely length of time required for students to complete the task
  • when tasks are being conducted in other subjects and the workload implications for students.