Oregon State University
Accountancy Program
Accreditation Maintenance Report
College of Business
November 2009
Professor Roger Graham
204 Bexell Hall
roger.graham@bus.oregonstate.edu
541 737 4028
This document was made possible through the assistance of Malcolm LeMay, Kishani
Kalupahana, members of the Accounting Faculty and members of the Accounting Circle.
|P age 1
Accountancy Program
Assurance of Learning
|P age 2
1. Learning Goals and Objectives
Mission Statement
The mission of the Accountancy
Degree Program in the College of
Business at Oregon State
University is to educate accounting
students for professional careers
and to establish a foundation for
life-long learning.
Vision Statement
Learning Goals
Upon graduation our students will be
professionally competent, have
professional values and exhibit
professional behaviors.
1. Professionally Competent
Professional competence relates to
knowledge and skills for careers in
a. financial accounting practices,
b. managerial accounting practices,
c. information technology in
financial systems,
d. tax, and
e. auditing.
The Accountancy Program in the
College of Business at Oregon State 2. Have Professional Values
University will be known by
Professional values relate to
employers for the quality of its
a. integrity and stewardship,
graduates as demonstrated by
b. service to the community
professional preparation for a
c. life-long learning
variety of accounting career tracks.
3. Exhibit Professional Behaviors
(revised 8/17/2008)
Professional behaviors include
a. communication skills
b. teamwork skills
c. leadership skills
|P age 3
Learning Objectives
1. Professionally Competent
Financial Accounting
a. prepare financial statements in accordance with appropriate standards
b. interpret the business implications of financial statement information
Managerial Accounting
a. prepare accounting information for planning and control and for the
evaluation of products, projects and divisions
b. judge product, project, divisional and organizational performance
using managerial accounting information
Information Technology in Financial Systems
a. identify organizational information technology components and risks
that can effect financial systems and prescribe appropriate controls
Tax
a. prepare business and individual tax returns in accordance with the
appropriate authorities
b. analyze transaction data and tax authorities for purposes of tax
planning and decision making
Auditing
a. design an audit program to frame the various elements of planning,
testing and reporting phases of an audit in the context of the overall
audit objective, engagement risk assessment, and internal controls
b. apply auditing concepts to evaluate the conformity of financial
statements with appropriate auditing standards.
c. analyze internal controls and interpret assessment of engagement risk
2. Professional Values
a. value integrity and stewardship
b. value service to the community and to the accounting profession
c. value life-long learning
3. Professional Behaviors
a. communicate complex ideas in writing and through oral presentations
b. work effectively in diverse team settings
c. effectively coordinate and motivate a group to achieve its best output
ACTG 318 External
Reporting I
ACTG 319 External
Reporting II
ACTG 417/517 Advanced
Accounting
ACTG 321 Cost
Management I
ACTG 422 Cost
Management II
ACTG 378 Accounting
Information Management
ACTG 420 Accounting
Information Systems
Analysis & Design
ACTG 325 Introduction to
Tax
ACTG 425 Advanced Tax
ACTG 427 Assurance and
Attestation Services
ACTG 429 Topics in
Accounting
Credit Hours
ACTG 317 Accounting
Processes and Controls
2: Alignment of curricula with adopted goals (spreadsheet).
4
4
4
4
4
4
4
4
4
4
4
4
Learning Outcome Coverage
1. Professional Competencies
Financial Accounting: interpret the business
implications of financial statement information
Financial Accounting: prepare financial
statements in accordance with appropriate standards
H
(4)
H
(4)
H
(5)
H
(5)
H
(4)
H
(4)
H
(4)
H
(5)
H
(5)
H
(4)
Management Accounting: prepare
accounting information for planning and control and
for the evaluation of products, projects and divisions
Management Accounting: judge product,
project, divisional and organizational performance
using managerial accounting information
H
(3)
H
(3)
H
(4)
H
(4)
Accounting Information Systems:
H
(4)
information technology components and risks that
can effect financial systems and prescribe
appropriate controls
Tax: prepare business and individual tax returns in
accordance with the appropriate authorities
Tax: analyze transaction data and tax authorities
for purposes of tax planning and decision making
H
(5)
L (3)
H
(3)
H
(3)
L (2)
H
(4)
H
(4)
M
(2)
Auditing: design an audit program to frame the
various elements of planning, testing and reporting
phases of an audit in the context of the overall audit
objective, engagement risk assessment, and internal
controls
Auditing: apply auditing concepts to evaluate the
conformity of financial statements with appropriate
auditing standards
Auditing: analyze internal controls and interpret
assessment of engagement risk
|P age 4
L (3)
H
(3)
M
(2)
H
(3)
M
(2)
H
(3)
M
(2)
Team work:
Notes:
|P age 5
ACTG 317 Accounting
Processes and Controls
ACTG 318 External
Reporting I
ACTG 319 External
Reporting II
ACTG 417/517 Advanced
Accounting
ACTG 321 Cost
Management I
ACTG 422 Cost
Management II
ACTG 378 Accounting
Information Management
ACTG 420 Accounting
Information Systems
Analysis & Design
ACTG 325 Introduction to
Tax
ACTG 425 Advanced Tax
ACTG 427 Assurance and
Attestation Services
ACTG 429 Topics in
Accounting
Credit Hours
4
4
4
4
4
4
4
4
4
4
4
4
Learning Outcome Coverage
2. Professional Values
Integrity:
M
(2)
Service to the public:
M
(2)
M
(2)
H
(2)
Life-long Learning:
M
(2)
M
(2)
H
(2)
Writing:
M
(3)
L (2)
M
(4)
M
(4)
M
(4)
M
(2)
L (3)
H
(4)
M
(2)
3. Professional Behaviors
M
(3)
M
(3)
Presentations:
M
(3)
L
(3)
M
(3)
M
(4)
M
(4)
3: Identification of assessment instruments and measures
The accountancy program uses a variety of methods to assess accounting program learning
objectives.
a. Selection
The accountancy program accepts only students with GPAs above 2.75 in their required prebusiness courses. The GPA selection criterion validates the ability of students in the
accountancy program to achieve competence. The accounting faculty meet and review the
entrance requirements each year.
All accounting faculty and students commit to the accountancy program code of ethics.
b. Exit Survey
An exit survey is administered to all Accountancy students in ACTG 427, the final course in the
accounting program.
c. Performance-based
Assessment of professional competencies is performance based. We use first day of class exams
and questionnaires to assess competencies from prerequisite courses and to reinforce priormaterial learning. For example, we give a first-day exam in ACTG 417, Advanced Accounting,
to assess the learning in the financial accounting intermediate series ACTG, 317, ACTG 318,
and ACTG 319. The intermediate series are the prerequisite courses for ACTG 417.
d. Embedded
Assessment of professional behavior competencies is course embedded. For example,
representative samples of student writing are collected in ACTG 318, ACTG 319 and ACTG
325. Presentation skills are assessed in ACTG 427.
e. Other Methods
Other assessment methods include:
1. Internship Evaluation
2. CPA Exam performance over time,
3. Participation in tax and financial case competitions
f. Coordination of Assessment Activities
Assessment activities are coordinated at the annual accounting faculty retreat. At the retreat the
accounting faculty discuss and coordinate learning goals and objectives and recommend changes
to accounting courses, the accounting program, and to the assessment process.
|P age 6
g. Assessment Timeline
“The collection process should be systematic across AACSB review cycles; however, a school
may choose to not measure student performance annually on every learning goal. Normally,
learning goals should be assessed at least twice within each review cycle.”
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
Professionally
Competent
Professionally
Competent
Professionally
Competent
Professional
Values
Professional
Values
Professional
Values
Professional
Behaviors
Professional
Behaviors
Professional
Behaviors
|P age 7
h. Points of Assessment
.
Normal Schedule of Classes
Area
First Year – Junior
Financial
Second Year - Senior
Fall
Winter
Spring
Fall
ACTG
317
ACTG
318
ACTG
319
ACTG
417
Cost
ACTG
321
Tax
Winter
ACTG
422
ACTG
325
ACTG
425
Auditing
AIS
Spring
ACTG
427
ACTG
378
Topics
ACTG
420
ACTG
429
Electives (shaded)
Points of Assessment (Bolded)
1. Professional Competencies
ACTG 318: External Reporting 1
ACTG 417: Advanced Accounting
ACTG 321: Cost Accounting
ACTG 420: Advanced AIS
2. Professional Behaviors
ACTG 318: External Reporting 1
ACTG 319: External Reporting 2
ACTG 427: Assurance and Attestation Services
3. Professional Values
ACTG 427: Assurance and Attestation Services
Internships
Exit Survey
|P age 8
4. Collection, analyzing and dissemination of assessment information
a. The Exit Survey
The exit survey is administered to all Accountancy students in ACTG 427, the final course in the
accounting program. The survey corresponds to the Accountancy Program’s learning objectives.
The cover page of or the survey includes:
Accountancy Program
Assurance of Learning
As part of our continual improvement process for the accountancy program we assess
achievement of program-level learning outcomes from multiple sources – classroom measures,
external evaluators (business constituents and recruiters), faculty, and you, the accounting
student.
Mission Statement:
The mission of the Accountancy Degree Program in the College of Business at Oregon State
University is to educate accounting students for professional careers and to establish a
foundation for life-long learning.
Vision Statement:
The Accountancy Program in the College of Business at Oregon State University will be known
by employers for the quality of its graduates as demonstrated by professional preparation for a
variety of accounting career tracks.
Learning Goals:
Upon graduation our students will be professionally competent, have professional values and
exhibit professional behaviors.
|P age 9
Spring 2009 (n=34)
Upon completion of the accountancy program
curriculum, to what extent are you capable of:
Extremely
Moderately
Not at all
7
6
5
4
3
Preparing financial statements in accordance with
appropriate standards?
12%
35%
35%
12%
Interpreting the business implications of financial
statement information?
6%
47%
35%
12%
Preparing accounting information for planning and
control and for the evaluation of products, projects and
divisions?
9%
35%
32%
24%
Judging product, project, divisional and organizational
performance using managerial accounting information?
9%
32%
41%
15%
3%
6%
32%
29%
26%
6%
Preparing business and individual tax returns in
accordance with the appropriate authorities?
3%
26%
44%
24%
3%
Analyzing transaction data and tax authorities for
purposes of tax planning and decision making?
6%
29%
35%
21%
6%
Designing an audit program to frame the various
elements of planning, testing and reporting phases of an
audit in the context of the overall audit objective,
engagement risk assessment, and internal controls?
9%
38%
26%
24%
3%
Applying auditing concepts to evaluate the conformity
of financial statements with appropriate auditing
standards?
18%
47%
26%
9%
Analyzing internal controls and interpreting assessment
of engagement risk?
18%
50%
24%
9%
Professionally Competent
Financial Accounting
Managerial Accounting
IT in Financial Systems
Identifying organizational information technology
components and risks that can effect financial systems
and prescribe appropriate controls?
Tax
Auditing
| P a g e 10
2
1
Upon completion of the accountancy program
curriculum, to what extent are you capable of:
Extremely
Moderately
7
6
5
4
71%
24%
3%
3%
41%
24%
26%
9%
53%
29%
12%
6%
Communicating complex ideas in writing?
24%
35%
29%
Communicating complex ideas through oral
presentations?
18%
32%
35%
29%
Not at all
3
2
26%
3%
3%
32%
12%
6%
44%
18%
3%
41%
24%
6%
Professional Values
Integrity and Stewardship
Applying the values of integrity and stewardship to the
accounting profession?
Service to the Community
Applying the value of service to the community to the
accounting profession?
Life-long Learning
Applying the value of life-long learning?
Professional Behaviors
Communication Skills
Teamwork
Working effectively in diverse team settings?
Leadership
Effectively coordinating and motivating a group to
achieve its best output?
Accounting Faculty Discussion
The accounting faculty met and discussed these results at the annual faculty retreat. While not
reading too much into the results of this self evaluation, the faculty are encouraged by the
general overall confidence accounting students have in their technical skills as the majority of
responses are 5 and above. Financial accounting scores highest although the feeling was that the
higher scores in that area reflect a greater exposure by the students to financial accounting. The
faculty feel that greater exposure to the four other technical categories is warranted (Managerial,
IT, Tax and Auditing). In this context the faculty discussed the book Why Students Don’t Like
School? (Daniel T. Willingham 2009 Jossey-Bass), in particular, pages 87 -90 subtitled Practice
Makes Memory Long Lasting. The faculty agreed that if possible, we should explore the
possibility of changing some elective courses into required courses.
We are particularly encouraged by the responses in the professional values categories.
| P a g e 11
1
b. Performance-based Assessment
i. Financial Accounting Professional Competencies
We assess financial accounting learning outcomes on the first day of class in ACTG 318, ACTG
321 and ACTG 417.
ACTG 318 allows assessment early in the accountancy program and after completion of ACTG
317. At this point, students should have a conceptual understanding of relationships between the
financial statements and a fundamental understanding of economic transactions. Students should
be able to apply their understanding of economic transactions, accounting processes and
financial statements.
ACTG 417 allows assessment after student’s completion of the intermediate series (ACTG 317,
ACTG 318, ACTG 319). At this point students should have a solid understanding of accounting
processes, accounting reports, economic transactions and financial statements. Students should
also have a solid understanding of the conceptual framework and have the ability to account for
economic events. Students should be able to apply their understanding of economic transactions
and accounting procedures to prepare financial statements.
Financial accounting competencies are also assessed in ACTG 321after completion of ACTG
318 along with assessment of some management accounting competencies. At this point,
students should have a solid conceptual understanding of relationships between the financial
statements and a solid understanding of economic transactions. Students should be able to apply
their understanding of economic transactions, accounting processes and financial statements.
Our process of assessment has two benefits. First our process allows collection of data related to
prior courses. We use the assessment data to improve our courses and program. Second, our
process allows us to prepare students for their current course. The first day assessment tools are
designed to emphasize material that the current course will build upon.
ACTG 318
We assess learning outcomes in ACTG 317 at the beginning of ACTG 318. The assessment tool
used in ACTG 318 is designed to measure our students’ ability to conceptualize the processes
involved in financial accounting, construct and follow through with a financial reporting process,
and transform knowledge of economic events into summary financial statements.
Process
On the first session, we distribute Harvard Case #9-902-401 -00, Maria Hernandez & Associates,
to students for them to work in class. The Harvard case involves a small business start-up. The
business begins with loans and personal contributions followed by a few months’s operating
transactions. Students are asked, through two fundamental questions, to report on the financial
status of the business. The two questions are:
Question 1: How would you have reported on operations of Maria Hernandez & Associates
through August 31, 2004, and
Question 2: How would you report the status of the business on August 31, 2004?
| P a g e 12
We first evaluate performance on the two questions by assessing how students were able to
conceptualize, structure, and apply an appropriate recording model to find solutions to the two
questions. Student performance is then evaluated based on the correctness of their solution.
Assessment Results – ACTG 318
1. Professional Competence: Conceptualization and Application
Good
16
23%
Conceptualize
OK
Relationships and Apply an
Weak
Appropriate Approach
Poor
36
51%
17
24%
2
2%
74%
26%
Explanation of rubrics:
Students should approach solving the case by building upon the initial balance sheet equation.
Students used three related devices: (1) journal entries, (2) T-accounts, and (3) increasing and
decreasing accounts to track transactions and economic events over time.
Good: Students showed a structured approach that integrated transactions into the accounting
equation format. Students applied knowledge of the earnings process to expand the accounting
equation to include revenue and expense accounts.
Examples: #’s 1, 2, 3
OK: Students showed a structured approach that integrated transactions into the accounting
equation format but in a less efficient manner. For example students may not have applied
knowledge of the earnings process to expand the accounting equation to include revenue and
expense accounts.
Examples: #’s 4, 5, 6
Weak: Students showed an unstructured approach. Transactions are treated independent of the
accounting equation.
Examples: 3’s 7, 8
Poor:
Examples: #’s 9, 10, 11
2. Professional Competence: Prepare Reports
Explanation of rubrics:
The rubrics here are self explanatory.
Competence:
Prepare an Appropriate
Financial Performance
Report
Correct
18
25%
Minor Errors
28
39%
Major Errors
9
13%
16
23%
None
| P a g e 13
64%
36%
Competence:
Prepare an Appropriate
Financial Status Report
Good
16
23%
Minor Errors
26
38%
Major Errors
27
39%
Not finished
3
3%
61%
42%
Accounting Faculty Discussion
The accounting faculty met and discussed these results at the annual faculty retreat. The
accounting faculty are encouraged by the approaches taken to solving the Harvard Case. The
faculty concluded that students are for the most part learning conceptualization and application
tools appropriate to the study of accountancy. The faculty discussed the importance of repetition
in accounting learning as well as the importance of a summary “capstone” exercise during the
last class session. Specific suggestions to strengthen student learning include:
•
•
•
continue to emphasize connections to the accounting equation throughout the course,
emphasize the relationships between the financial statements when discussing individual
financial statements, and
prepare a final module for the course that emphasizes integration of the statements
These suggestions will be implemented fall term 2009.
ACTG 417
We assess learning outcomes in the financial accounting intermediate series at the beginning of
ACTG 417. The assessment tool used in ACTG 417 is designed to measure our students’
understanding of the conceptual framework, their ability to account for representative economic
transactions, and their ability to prepare summary financial statements.
Process
On the first session, we distribute an eight question exam to students for them to work in class.
The eight exam questions are categorized into three areas: (1) the conceptual framework, (2)
transaction analysis and journal entries, and (3) preparation of an income statement.
Conceptual Framework: Questions 1-3:
1.
What is the primary objective of financial accounting according to FASB Concepts
Statement # 1?
2. According to FASB Concepts Statement No.2 there are two primary qualities of
information that contribute to the primary objective. The two qualities are relevance and
reliability. Briefly define these two terms as they relate to financial accounting.
3. Accounting to FASB Concepts statement No. 2 there are two secondary characteristics
that contribute to the primary objective. The two characteristics are consistency and
comparability. Briefly define these two terms as they relate to financial accounting
Transaction Analysis and Journal Entries: Questions 4-7
| P a g e 14
4. A firm sells for $2,000 on account inventory that it had acquired for $1,200. Prepare the
two journal entries to record this economic event.
5. A firm acquires a long-term asset on April 1 for $2,000 cash. The asset is expected to
last 3 years with zero salvage value. Prepare the journal entry on April 1 and the journal
entry at year end December 31. Assume straight line depreciation.
6. A firm issues a $10,000 face value semi annual four year 10 percent bond when the
required rate of return equals 12 percent. Prepare the journal entry to record the issue of
the bond and the entry to record the first interest payment. Assume the bond was issued
at an interest payment date.
7. As a long term investments at the beginning of the fiscal year, Florists International
purchased 30% of Nursery Supplies, Inc’s 8,000 shares for $560,000. The fair value and
book value of the shares were the same at the time of the purchase. During the year,
Nursery Supplies earned net income of $40,000 and distributed dividends of $1.25. At
the end of the year the fair value of the shares is $540,000. Prepare appropriate journal
entries from the purchase through the end of the year as prescribed by the equity method.
Preparation of a Financial Report
8. Prepare a multi-step income statement with your answers to questions 4-7.
Assessment Results – ACTG 417
Professional Competence: Conceptual Framework
We evaluate performance on the conceptual framework questions 1-3 based on student’s ability
to communicate an understanding of the concepts. The three questions encompass five parts.
Therefore scores were tabulated based on the number of concepts correctly described.
Communicate Conceptual
Framework
Excellent
0
0%
Good
3
12%
OK
9
36%
Weak
6
25%
Poor
7
28%
48%
52%
Explanation of rubrics:
Excellent: Students correctly communicated understanding all five concepts.
Good: Students correctly communicated understanding of four of the five concepts.
OK: Students correctly communicated understanding of three of the five concepts.
Weak: Students correctly communicated understanding of two of the five concepts.
Poor: Students correctly communicated understanding of no more than one of the five concepts.
Professional Competence: Transaction Analysis and Journal Entries
We evaluate performance on the transaction analyses and journal entries questions 4-7 based on
student’s ability to set up, calculate, and journalize the transactions. Although the four questions
have multiple parts, they are evaluated as single questions, and for a correct problem solving
| P a g e 15
approach rather than strict correctness. For example, question 6 was evaluated based on whether
students considered present value. Results are compiled by question and overall
Good
Competence:
Transaction Analysis and
Journal Entries
Poor
Question 4
15
60%
10
40%
Question 5
18
72%
7
28%
Question 6
2
8%
23
92%
Question 7
2
8%
23
92%
37
37%
63
63%
All
Professional Competence: Preparation of a Report
Explanation of rubrics:
The rubrics here are self explanatory.
Competence:
Prepare an Appropriate
Income Statement
10
40%
Minor Errors
3
12%
Major Errors
5
20%
None
7
28%
Correct
52%
48%
Accounting Faculty Discussion
The accounting faculty met and discussed these results after fall term 2008 and prior to ACTG
318 winter term 2009. The faculty concluded that students for the most part will benefit from
more reinforcement of the conceptual framework during the intermediate accounting series,
particularly in ACTG 318 and ACTG 319. The faculty also recommended that a new approach
to learning bond and investment accounting was needed in ACTG 318 and ACTG 319. The
faculty discussed the importance of repetition during the intermediate series to reinforce the
conceptual framework. The faculty also recommended a “capstone” exercise during the last
class sessions of ACTG 318 and ACTG 319 to connect the recording of transactions to the
financial statements. Specific suggestions to strengthen student learning include:
•
•
•
•
tie course material to the conceptual framework throughout ACTG 318 and ACTG 319,
ensure greater learning of bond accounting in ACTG 318 by focusing on the calculation
of bond values using calculators and present value formulas rather than present value
tables.
ensure greater learning of investment equity method accounting in ACTG 319 by
focusing on the relative importance of investments.
prepare a final module for each course that emphasizes integration of the statements.
Suggestions 1,2, and 4 were implemented into ACTG 318 winter term 2009. Suggestions 3 and
4 were implemented into ACTG 319 spring term 2009. Assessment of learning in ACTG 417
will occur again during fall term 2009.
| P a g e 16
ii. Managerial Accounting Competencies
ACTG 321
We assess financial accounting learning outcomes in the intermediate series through ACTG 318
and managerial accounting at the principles level at the beginning of ACTG 321. The financial
accounting assessment tool used in ACTG 321 is designed to measure our students’
understanding of the conceptual framework, their ability to account for representative economic
transactions, and their ability to prepare summary financial statements. The management
accounting assessment tool used is designed to measure our students’ preparation for in-depth
study of managerial accounting.
Process
During the first class session, we distribute a five question exam to students for them to work in
class. Typically two questions relate to financial accounting, one question relates to financial
reporting and two questions relate to managerial accounting. Students in different course
sections receive slightly different exams. Therefore the number of actual questions exceeds five.
Here we discuss assessment during Spring term 2008 and Spring term 2009.
Spring 2008 financial accounting questions (data provided in exam):
1. Calculate cost of goods sold under the FIFO and LIFO cost flow assumptions.
2. Calculate a future balance in property plant and equipment.
3. Calculate a future balance in accounts receivable.
Spring 2008 concept question:
1. Define the matching principle.
Spring 2008 managerial accounting questions:
1. Calculate breakeven.
2. Determine appropriate product or sales mix.
3. Prepare a simple budget.
Spring 2009 financial accounting questions (data provided in exam):
1. Calculate Cost of Goods sold under the FIFO and LIFO cost flow assumptions.
2. Calculate depreciation for property plant and equipment.
3. Calculate the recorded cost of a long-lived asset and the accrual of wages.
Spring 2009 concept question:
1. Define the matching principle.
Spring 2009 financial reporting questions:
1. Categorize balance sheet items.
2. Categorize cash flow statement items
3. Categorize income statement items
Spring 2009 managerial accounting questions:
1. Calculate cost.
2. Determine appropriate product or sales mix.
| P a g e 17
Assessment Results – ACTG 321
Professional Competence: Financial Accounting
We evaluate performance on the financial accounting questions based on student’s ability to
correctly set up, work and express solutions to the questions. Results are compiled by question
and overall.
The rubric good implies at least 50% correct answers.
Good
2008
Competence:
Financial
Accounting
Inventory
72 81%
17 19%
Depreciation – net PPE
18 72%
7 28%
Accounts Receivable
33 87%
5 13%
123 81%
29 19%
Good
Poor
All
2009
Competence:
Financial
Accounting
Poor
Inventory
58
85%
10 15%
Depreciation – net PPE
58
85%
10 15%
Acquisitions and Accruals
24 100%
0 13%
All
140
88%
20 12%
Professional Competence: Conceptual Framework
We evaluate performance on the conceptual framework question based on student’s ability to
communicate an understanding of the concept.
Good
2008
Communicate Conceptual Framework
Matching
| P a g e 18
61%
Good
2009
Communicate Conceptual Framework
54
Matching
19
71%
Poor
35 39%
Poor
8 29%
Professional Competence: Managerial Accounting
We evaluate performance on the management accounting questions based on student’s ability to
correctly set up, work and express solutions to the questions. Results are compiled by question
and overall
Good
2008
Poor
Competence:
Breakeven
57 64%
32 26%
Management
Accounting
Sales/Product Mix
18 26%
66 74%
Budget
11 58%
8 42%
All
86 45%
106 55%
2009
Good
Poor
Competence:
Costing
13 81%
3 19%
Management
Accounting
Sales/Product Mix
40 59%
28 41%
All
53 63%
31 37%
Professional Competence: Financial Reports
Good
Poor
Balance Sheet
25 93%
2
Cash Flow Statement
10 63%
6 37%
Income Statement
12 50%
12 50%
All
47 70%
20 30%
2009
Competence:
Financial Reports
Concepts
4%
Accounting Faculty Discussion
The accounting faculty met and discussed these results at the annual faculty retreat. As regards
financial accounting competencies the faculty felt that the results support decisions presented
earlier in this document.
As regards managerial accounting competencies, the faculty concluded that students for the most
part are prepared for the start of ACTG 321 given their only preparation was a principles course.
The faculty further agreed that the adjustment to the financial accounting courses to prepare a
final module that emphasizes integration should also apply to all areas including cost/managerial
and tax. This adjustment will occur for ACTG 321 in spring 2010. .
| P a g e 19
iii. Accounting Information Systems Professional Competencies
ACTG 420 allows assessment of retention of Information Technology (IT) concepts students are
exposed to in ACTG 378. Students should be able to appropriately conceptualize business
processes (particularly financial transaction processes) to facilitate analysis of risk and to identify
controls. Successful students will be able to break a process into steps; associate those steps with
responsible agents; identify information related to the events; recognize related risks; and
prescribe relevant controls. Related skills include the ability to create a flowchart with
swimlanes and information components, the categorization of controls, and the ability to
understand well-designed relational data structures.
We assess retention of IT risk and control outcomes at the beginning of ACTG 420. The
assessment tool is designed to measure our students’ ability to decompose processes to facilitate
analysis of risk and identify controls.
Process
At the beginning of the term, students are given a short case description from materials provided
with Accounting Information Systems: A Business Process Approach by Jones and Rama.
Students are asked to identify events, create a flowchart, identify risks, identify relevant controls,
and create a simple database structure to support the process.
Answers are to be assessed as Excellent, Good, OK, Weak, or poor for indications of the
following skills:
1. Is the event list appropriate? Was the process decomposed into events appropriate for
analysis of controls? Were triggering events correctly identified? Were events named
usefully with a verb indicating the action taken?
2. Does the flow chart faithfully represent the identified events and involved agents, indicate the
sequence of events, and depict related information?
3. Did the student formulate risks? Were the risks reasonable? The answers demonstrated an
understanding of the concepts likelihood and exposure.
4. Were relevant controls identified? Were the appropriately classified as preventive, detective,
corrective, or compensating?
5. Did the accompanying data design identify needed data elements and usefully organize
them?
These assessment criteria correspond to the concepts as presented in ACTG378.
| P a g e 20
Results
Fourteen students were assessed in the spring of 2009. Students who did not give an answer for
a question were scored as “Poor” even though it may have been a matter of time spent
completing other questions.
1. Appropriately identify
key process events
Excellent
5
36%
Good
4
29%
OK
3
21%
Weak/Poor
0
100%
Excellent results identified new events only when a new agent became responsible or when there
was a delay for an intervening event, named events starting with a specific verb, specified
triggers that were when activity began not when the previous activity ended. The most common
errors were identifying too many events or using non-verb naming conventions. These flaws
would make it harder to identify and assess controls for the process.
2. Flow Charting
Excellent
5
36%
Good
5
36%
OK
2
14%
Weak
1
7%
Poor
1
7%
86%
14%
Excellent flowcharts matched with the event list, showed sequence with arrows, and included
icons depicting several tables of stored information, e.g., customers, products, and inventory.
3. Risk Formulation
| P a g e 21
Excellent
4
29%
Good
0
OK
5
36%
Weak
2
14%
Poor
3
21%
64%
36%
The question asks students to list several related risks. For each risk they were to “describe the
exposure and likelihood”. In an excellent answer, all identified risks were formulated as
negative events and the concepts likelihood and exposure were demonstrated. OK answers
formulated one or more risks as something other than a negative event. Weak answers ignored
exposure and likelihood or implied an incorrect understanding of the concepts.
4. Control identification and
classification
Excellent
6
43%
Good
2
21%
OK
3
21%
Weak
1
7%
Poor
2
14%
79%
21%
Excellent answers included controls relevant to the risks identified by the student and correct
assignment of those risks to categories. Missing or weak categorization still received an OK.
5. Data design
Excellent
2
21%
Good
3
21%
OK
5
36%
Weak
4
29%
Poor
0
71%
29%
Students could still receive an OK on this question despite poorly designed tables so long as they
separated entities and include identifiers.
Accounting Faculty Discussion
The accounting faculty met and discussed these results at the annual faculty retreat. The faculty
are again encouraged by the level of student competence although noting that risk assessment is
an area that may benefit from increased attention and development within the course. The
faculty were unclear on whether the risk issue was appropriately addressed with the assessment
instrument. Suggestions included separating risk into its components of exposure and likelihood
in separate questions. That could distinguish students who do not know from those who may
have simply not read the whole question. It may be that more students understood these
concepts but did not provide evidence. Further, a focus on risk components was suggested for
winter 2009.
| P a g e 22
c. Embedded Assessment
i. Writing
Writing assignments (research memos) are assigned in the financial accounting courses ACTG
318, ACTG 319, and ACTG 417, the tax courses ACTG 325 and ACTG 425, the auditing course
ACTG 427 and the topics elective course ACTG 429. Embedded assessment of writing occurs
in ACTG 318, ACTG 319 and ACTG 417. Writing was assessed in ACTG 319 after Spring
term 2008 and after Winter term 2009 in ACTG 318. Writing assessment for ACTG 417 is
scheduled for Fall term 2009.
We apply the writing assessment rubrics derived from Anderson and Mohrweis (2008)1.
Performance
Criteria
Format
Grammar &
Mechanics
Extent and
Quality of
Research
Citation &
Documentation
Content Analysis
Understanding
of Concepts
1
Strong – Exceeds
Expectations
OK – Meets
Expectations
Weak – Below
Expectations
Memo prepared in an
extremely professional
manner per May & May and
with appropriate sections
and headings.
Few, if any errors
throughout in use of
Standard English rules of
grammar, spelling,
punctuation, capitalization,
and usage
Memo prepared in an
reasonably professional
manner per May & May
and with appropriate
sections and headings
Not more than a few errors
throughout in use of
Standard English rules of
grammar, spelling,
punctuation, capitalization,
and usage but did not
affect overall clarity
Adequate level of research
appropriate to the issue at
hand
Memo not prepared in an
professional manner per May
& May and with appropriate
sections and headings
Above average level of
research – shows genuine
interest in Researching the
issue at hand.
Correctly and clearly
incorporated source material
into the paper, documented
sources accurately and
correctly
Accomplished purpose of
the memo directly and
completely in an exceptional
manner.
All major alternatives
thoroughly supported by
specific, accurate, relevant
data
Showed clear understanding
of business or accounting
concepts
No more than a few clarity
problems incorporating
source material or in
documenting sources
accurately and correctly
Accomplished purpose of
assignment in a capable
manner
Major topics covered but
supporting details
somewhat lacking in
specificity, accuracy, or
relevance
Showed Partial
Understanding of
Concepts
More than a few errors
throughout in use of Standard
English rules of grammar,
spelling, punctuation,
capitalization that made the
memo unclear of difficult to
read.
Limited level of research or
research not directly related
to the issue at hand.
Frequently incorporated
source material unclearly of
documented sources
inaccurately or incorrectly
Accomplished purpose of
assignment only partially or
indirectly
Little or no supporting data or
data presented was not
relevant, specific or accurate
Showed Unclear
Understanding or Indicated
Concepts not Understood
Anderson, J.S., and L.C. Mohrweis, 2008, Using Rubrics to Assess Accounting Students’ Writing, Oral
Presentations, and Ethics Skills, American Journal of Business Education – Fourth Quarter. pp 85-94
| P a g e 23
Spring 2008 ACTG 319 Part 1
Performance
Criteria
Strong – Exceeds
Expectations
OK – Meets
Expectations
Weak – Below
Expectations
Format, Grammar
& Mechanics
81%
16%
3%
Extent and Quality
of Research
85%
0
15%
Content Understanding of
Concepts
52%
46%
2%
Content - Analysis
11%
31%
58%
Performance
Criteria
Strong – Exceeds
Expectations
OK – Meets
Expectations
Weak – Below
Expectations
Format
95%
5%
0
Grammar &
Mechanics
98%
2%
0
Content – Analysis
#1
8%
56%
36%
Content – Analysis
#2
5%
86%
9%
Content – Analysis
#3
12%
74%
14%
Content – Analysis
Combined
8%
70%
22%
Spring 2008 ACTG 319 Part 2
| P a g e 24
Winter 2009 ACTG 318
Performance
Criteria
Strong – Exceeds
Expectations
OK – Meets
Expectations
Weak – Below
Expectations
Format
79%
18%
3%
Grammar &
Mechanics
46%
36%
18%
Citation &
Documentation
48%
28%
24%
Content - Analysis
40%
57%
3%
Accounting Faculty Discussion
The accounting faculty met and discussed these results at the annual faculty retreat. The faculty
noted the improvement in content analysis skills over the two courses. The faculty discussed the
appropriateness of the approach used across the curriculum as it pertains to writing skills.
Writing assignments (memorandums) begin with an emphasis on format and then progress to
emphasize analysis. The faculty reiterated their support for this approach and it appears the
assessment of writing reflects the approach. The faculty noted that tax writing may be
qualitatively different than the writing required in financial accounting. The faculty agreed that
writing assessment will be expanded to the tax courses.
The faculty discussed a suggestion by Accounting Circle member George Graves that writing in
the accounting profession is typically done within strict time constraints. The faculty agreed that
instruction of time-constrained writing will be implemented into ACTG 319 spring 2010.
| P a g e 25
ii. Oral Presentations
Oral presentations are assigned in the attestation course ACTG 427. Oral presentations were
assessed in ACTG 427 during Spring term 2009 and after Winter term 2009 in ACTG 318.
Writing assessment for ACTG 417 is scheduled for Fall term 2009.
We apply the oral assessment rubrics derived from Anderson and Mohrweis (2008)2.
1. Organization
2. Content
3. Delivery
4. Projection
Exceeds Expectations
- Logical flow
- Purpose and support
information easily
understood
- Demonstrated thorough
understanding of topic,
audience and flow
Meets Expectations
- Some incidences with lack
of logical flow and
incomplete understanding of
topic was evident
- Purpose was sometimes
difficult to discern
- Support information was not
easily understood
- Accomplished assignment
- Accomplished assignment
directly and completely in an in a capable manner
exceptional manner
- Major topics covered but
- All major topics covered
supporting data lacks
and supported by relevant
specificity, accuracy, or
data
relevance
- Exhibited high level of
- Uneven levels of enthusiasm
enthusiasm and confidence
and confidence exhibited
-Responded fully and
- Some questions were
accurately to questions
answered more effectively
- Generated audience interest than others
and interaction
- Pace, volume, and
- Pace, volume, and
enunciation enhanced the
enunciation were acceptable
presentation
but did not enhance the
presentation
5. Non-Verbal
- Eye contact, gestures, and
movement were used
effectively
- Eye contact, gestures, and
movement occasionally
distracted from the
presentation
6. Technology
- Visuals were clear and
professional
- Visuals reinforced the
presentation
- No spelling or grammatical
errors
-Visuals used distracting slide
design (template, font, clip
art)
- At least one spelling or
grammatical error
2
Below Expectations
- Inadequate or illogical flow
- Ill-defined or no discernable
purpose
- Support information was unclear or
incorrect
- Lacked basic understanding of
topic, audience and flow
- Accomplished assignment only
partially or indirectly
- No supporting data; or data that
was presented was not relevant or
accurate
- Exhibited extremely low level of
enthusiasm and confidence
- Was not able to effectively answer
questions
- Projection consistently detracted
from presentation; speech was too
slow/fast, could not be heard, used
fillers such as uhm, incorrect
pronunciation
- Non-verbals consistently detracted
from presentation (read from notes,
monitor or screen; made no eye
contact; no/excessive movement,
stood behind podium or in front of
screen)
- Visuals were unclear, unattractive,
or unprofessional
- Did not support presentation and
contained several spelling and/or
grammatical errors
Anderson, J.S., and L.C. Mohrweis, 2008, Using Rubrics to Assess Accounting Students’ Writing, Oral
Presentations, and Ethics Skills, American Journal of Business Education – Fourth Quarter. pp 85-94
| P a g e 26
7. Appearance
- Highly professional attire
and demeanor enhanced
credibility of speaker
- Acceptable professional
attire and demeanor
8. Visual Aids
(if any)
- Used visuals extremely
effectively to clarify,
simplify, or emphasize
numerical data or main
points
- Visuals were appropriately
numbered, labeled, had
sources noted, and were
mentioned in the text
- Used visuals fairly
effectively to clarify,
simplify, or emphasize
numerical data or main points
- Most visuals were
appropriately numbered,
labeled, had sources noted,
and were mentioned in the
text
- Unprofessional attire and demeanor
- Seated presenters exhibited
distracting behavior during
presentation
- Used visuals ineffectively
- Many visuals did not clarify,
simplify, or emphasize numerical
data or main points
- Many visuals were not numbered
nor fully labeled, had no sources
noted, or were not mentioned in the
text
Oral presentations in ACTG 427 require research, analysis and role playing. Typical roles
include:
Auditor Role
Take the position that there an independence issue exists. Justify with the appropriate
authoritative guidance (i.e. AICPA Professional Standards, SEC Regs, SOX Acts, etc….)
Managers Role
Take the position that an independence issue does not exist. State management’s position and
justification/ reasoning for wanting to take this position.
SEC
Facilitate the discussion of the case while questioning them to understand the case..
Three oral presentations are required with each subsequent presentation dealing with a more
complex issue.
| P a g e 27
Spring 2009 ACTG 427 Case Presentation I
Performance
Criteria
Strong – Exceeds
Expectations
OK – Meets
Expectations
Weak – Below
Expectations
Organization
70%
25%
5%
Content
65%
30%
5%
Delivery
70%
30%
0%
Projection
90%
10%
0%
Non-Verbal
n/a
n/a
n/a
Technology
60%
40%
0%
Appearance
50%
30%
10%
Visual Aids
75%
20%
10%
Spring 2009 ACTG 427 Case Presentation II
Performance
Criteria
Strong – Exceeds
Expectations
OK – Meets
Expectations
Weak – Below
Expectations
Organization
60%
20%
10%
Content
60%
35%
5%
Delivery
65%
35%
5%
Projection
90%
10%
0%
Non-Verbal
n/a
n/a
n/a
Technology
60%
40%
0%
Appearance
50%
30%
10%
Visual Aids
75%
20%
10%
| P a g e 28
Spring 2009 ACTG 427 Case Presentation III
Performance
Criteria
Strong – Exceeds
Expectations
OK – Meets
Expectations
Weak – Below
Expectations
Organization
85%
15%
0%
Content
75%
25%
0%
Delivery
75%
25%
0%
Projection
90%
10%
0%
Non-Verbal
n/a
n/a
n/a
Technology
60%
40%
0%
Appearance
65%
30%
5%
Visual Aids
80%
15%
5%
Spring 2009 ACTG 427 Case Presentation IV
Performance
Criteria
Strong – Exceeds
Expectations
OK – Meets
Expectations
Weak – Below
Expectations
Organization
85%
15%
0%
Content
75%
25%
0%
Delivery
70%
30%
0%
Projection
90%
10%
0%
Non-Verbal
n/a
n/a
n/a
Technology
60%
40%
0%
Appearance
55%
20%
25%
Visual Aids
80%
15%
5%
| P a g e 29
Accounting Faculty Discussion
The accounting faculty met and discussed these results at the annual faculty retreat. The faculty
are encouraged by the skills shown by the students. Larry Brown suggested that a key measure
of competence should be whether a professional would allow the presenter to represent the
professional in front of a client. The faculty agreed to prepare rubrics for such evaluation to be
used when visiting professionals observe student presentations.
| P a g e 30
d. Other Assessment
i. Internship Evaluation
We collect additional input on professional values competencies from the supervisors of our
students with summer internships (other input comes from the exit survey). During summer
2009, supervisors from the Portland area offices of Moss Adams, KPMG, PWC and Deloitte
were asked to evaluate their OSU summer interns. Eight OSU accounting students were
evaluated. The evaluations did not require identification of the accounting interns and so to
some extent the evaluations are anonymous.
The evaluation involves the following rubrics adapted with permission from copyrighted
material belonging to Oregon Health Sciences University - Dietetic Internship Program.
Ethical Conduct – Familiarity with Accounting Codes of Ethics and consistently demonstrating
ethical conduct. (The Institute of Management Accountants, The Institute of Internal Auditors and
the American Institute of CPAs codes of ethics feature nearly identical rules for ethical conduct.)
(Circle one statement below)
Accounting intern fails to
exhibit qualities of accounting
ethics, or fails to correct an
incidence of non-compliance
after it is discussed.
Intern usually complies with
accounting ethics. Failings are
corrected with the next
opportunity.
Intern demonstrates at every
opportunity an understanding
of accounting ethics.
Intern models professional
behavior as stated in
accounting codes of ethics.
Integrity – Accepting responsibility for his/her actions and demonstrating honesty, sincerity,
truthfulness, and fairness in all activities related to accounting. (Circle one statement below)
Accounting intern fails to
show honesty, truthfulness,
fairness and sincerity.
Intern admits mistakes but
tends to rationalize them or
deflect responsibility to others.
Intern demonstrates at every
opportunity a commitment to
honesty, sincerity,
truthfulness, and fairness, and
takes corrective action as
needed.
Intern serves as an example
of integrity, taking
complete responsibility for
his/her actions.
Respect for Diversity – Interacting and communicating well with others regardless of race,
ethnicity, or other personal characteristics. Consideration for other viewpoints and various
approaches to the same problem. (Circle one response below)
Accounting intern fails to act
with consideration for
individuals of different back
grounds and/or fails to
recognize differences that
clients and colleagues may
bring to an interaction.
Intern fails to recognize
diversity in a given situation,
but learns from this and applies
this in subsequent interactions
Intern demonstrates
consideration for diversity,
taking time to learn about
different ethnic and/or other
groups prior to interaction
with them
Intern works easily with a
wide variety of individuals
and is considerate of
different opinions and
backgrounds.
Commitment to Excellence - Being emotionally and/or intellectually bound to a superior
performance in professional endeavors. (Circle one response below)
Accounting intern fails to
show commitment to
excellence.
| P a g e 31
Intern strives to achieve good
performance, but fails to put in
a consistent effort to achieve
superior performance.
Intern demonstrates at every
opportunity a commitment to
excellence and indicates that
he/she is thoughtful about
ways to improve performance
further.
Intern serves as an example
of excellence in all aspects
of the Internship Program.
Leadership – Generally able to work independently and to provide guidance in group efforts.
(Circle one response below)
The intern fails to show ability
to work without instruction
and waits for others to act or
speak up first.
The intern attempts to guide
group projects or other efforts
on occasion but falls short of
reaching the desired goals
and/or fails to accept
responsibility for the group
effort.
Intern guides group efforts in
most situations, and attains
desired goals.
Intern consistently
volunteers for guiding
group efforts in a variety of
settings, accepts
responsibility for the group
effort and is regarded as an
expert.
Problem Solving/Critical Thinking – The intern is able to utilize available data, to
demonstrate reasoning that integrates facts, informed opinions and observations to solve
workplace problems appropriately. (Circle one response below)
Data collection and resultant
problem solving frequently
demonstrates inaccuracies
and/or inadequacies
Data collection and resultant
problem solving occasionally
demonstrates inaccuracies
and/or inadequacies. Intern
corrects errors and improves
problem solving at the next
opportunity
Basic data collection and
analysis is consistently
appropriate, accurate, and
complete. Intern is able to
consider alternative solutions
to problems.
Intern incorporates all
pertinent techniques to
intelligently complete data
collection and analysis.
Able to reach appropriate
conclusions with complex
problems.
Commitment to Education/Lifelong Learning – Looks for opportunities that optimize learning
activities and/or meet specific personal goals for professional growth. (Circle one statement
below)
Intern fails to use information
resources and other tools to
maximize the learning
opportunities of the internship.
The intern consistently seeks
answers from preceptors or
other staff rather than going to
original sources.
Intern usually uses available
resources to answer questions
that come up in a typical
rotation or activity, however
he/she needs encouragement to
do so.
Intern readily seeks answers
and clarification of questions
that arise in the typical
workday from accepted
references and resources.
Intern uses the resources
available and seeks
opportunities beyond the
rotation site to improve and
expand the knowledge base.
Time Management – Effectively manages his/her time to achieve rotation goals in an efficient
manner without compromising quality and care. (Circle one statement below)
Intern demonstrates a poor
concept of time management,
and is unable to set priorities.
Frequent unexplained
absences, late to meetings and
facilities.
Intern has occasional
unexplained absences and
tardiness to meetings and
facilities. Intern improves in
ability to handle workload and
corrects concerns regarding
timeliness at the next
opportunity.
Intern is punctual and able to
effectively handle assigned
workload. Solicits prior
approval for any time off,
including appointments,
meetings, etc.
Intern able to handle larger
than average workload, and
has outstanding ability to
manage time. Intern actively
seeks out additional learning
experiences. Perfect
attendance and punctuality.
Communication – The intern communicates in a respectful, timely, and appropriate manner with
faculty, staff, and mentors. (Circle one statement below)
The intern fails to
communicate with faculty,
staff, and mentors.
Communication is
disrespectful, untimely, or
inappropriate.
| P a g e 32
The intern usually
communicates effectively.
When miscommunication
occurs, the intern is quick to
correct his/her actions and
improves communication at the
next opportunity.
The intern communicates
effectively in respectful,
timely, and appropriate
manner.
The intern consistently
communicates in an
exemplary manner and
serves as a model of
excellence in
communication.
Interdisciplinary Team Collaboration/Trust – Cooperates with others in a work group to
define and accomplishes common goals in a manner that inspires confidence in one’s expertise
and one’s dedication to the group and to common goals. (Circle one statement below)
Intern fails to participate in
team meetings or to fulfill
his/her commitment to
projects in the work group
when presented the
opportunity.
Intern participates in team
conferences and projects as
directed. Contributions to
conferences or projects are
slow and/or occasionally
inaccurate, but are forthcoming
with support.
Intern readily contributes to
team conferences and/or
projects with support. All
information is presented
accurately.
Intern initiates accurate input
at team conferences and
contributes to team projects
as an expert.
Appearance – Maintains a clean, well-groomed professional appearance and presentation so as
to reflect a positive professional image. (Circle one statement below)
Intern presents with an untidy
appearance, unprofessional,
does not adhere to dress code
of the institution and/or
inappropriate mannerisms
with minimal attempt to take
corrective action. Appears
unconfident in approaching
staff.
| P a g e 33
Intern occasionally presents
with unprofessional demeanor
or dress. When instructed to
take corrective action, the
intern does so at the next
opportunity. Tries to appear
confident in abilities and
knowledge.
Intern is mature in
presentation and confidence.
Appears in dress appropriate
to the workplace.
Intern shows exceptional
maturity, professionalism,
and grooming that are
consistent with the highest
ideals of the profession.
Professionally assertive in
workplace situations, norms
and expectations.
The responses are summarized below (n=8)
Inappropriate
Weak
Acceptable
Appropriate
Values
Values
Values
Values
Ethical Conduct
100%
Integrity
100%
Respect for Diversity
75%
25%
Commitment to Excellence
12.5%
87.5%
Leadership
75%
25%
Problem Solving/Critical Thinking
50%
50%
Commitment to Education/Lifelong Learning
50%
50%
87.5%
12.5%
87.5%
12.5%
Time Management
Communication
12.5%
Interdisciplinary Team Collaboration/Trust
100%
Appearance
75%
25%
Accounting Faculty Discussion
The accounting faculty met and discussed these results at the annual faculty retreat. The faculty
are encouraged by the results although noting the limited number of students evaluated. The
faculty discussed ways to expand the use of the rubrics. The faculty agreed to see if the
Accounting Program could be expanded to include a capstone course. The capstone course
would be designed to emphasize critical thinking skills and writing.
One reviewer’s response to the responses: “Thanks, I appreciate your sharing these results. I
find it interesting and not too surprising that ‘problem solving / critical thinking’ shows up as an
opportunity. Historically, in my experience, that area is an opportunity across the country.
| P a g e 34
When interns and college students ask me what attributes they should concentrate on developing
in terms of what prospective employers are looking for, I typically reply critical thinking skills
and intellectual curiosity.”
| P a g e 35
ii. CPA Exam Performance Over Time
Oregon State University graduates placed third on the exam in the State of Oregon in 2008, 2007
and 2006 and second in 2003 and 2001.
2008 CPA Exam Results
Oregon State University
National
FAR
46%
49%
AUD
52%
49%
REG
54%
49%
BEC
54%
48%
All
37%
39%
None
26%
33%
Some
37%
28%
N
120
85,362
2007 CPA Exam Results
Oregon State University
National
53%
47%
56%
48%
51%
48%
61%
45%
34%
27%
21%
43%
45%
30%
106
77,196
2006 CPA Exam Results
Oregon State University
National
56%
45%
58%
44%
63%
42%
61%
44%
46%
29%
26%
40%
28%
31%
108
69,257
53%
43%
60%
44%
55%
41%
66%
44%
44%
29%
19%
41%
38%
30%
80
61,884
32%
19%
34%
22%
29%
19%
29%
22%
9%
6%
37%
56%
54%
38%
59
44,513
2005 CPA Exam Results
Oregon State University
National
2004 CPA Exam Results
Oregon State University
National
FAR = Financial Accounting and Reporting
AUD = Auditing and Attestation
REG = Regulation
BEC = Business Environment and Concepts
2008
The State of Oregon had passing percentages for first time candidates on all four subjects higher
than the national average
The State of Oregon ranked fifth highest of all states on BEC
The State of Oregon ranked fifth highest of all states on AUD
2007
The State of Oregon had passing percentages for first time candidates on all four subjects higher
than the national average
2006
Oregon State University was 6th in the nation on REG
The State of Oregon ranked third highest of all states on AUD
The State of Oregon had passing percentages for first time candidates on all four subjects higher
than the national average
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2005
Oregon State University was fifth in the nation on BEC
The State of Oregon ranked highest of all states on FAR
The State of Oregon ranked fifth highest of all states on REG
The State of Oregon ranked second highest of all states on BEC
The State of Oregon ranked second highest of all states on AUD
The State of Oregon ranked eighth highest on first-time candidates passing all sections
The State of Oregon had passing percentages for first time candidates on all four subjects higher
than the national average
2004
The State of Oregon ranked eighth highest on first-time candidates passing all sections
The State of Oregon had passing percentages for first time candidates on all four subjects higher
than the national average
The State of Oregon ranked fourth highest of all states on
REG
iii. Participation in Tax Competitions
Oregon State University accounting students placed first in the Bernstein-Porter University of
Washington Masters in Tax Program Tax Case completion in 2008, the first year we sent a team
to compete. Our students placed second in 2009.
Also during 2009, we participated for the first time in PWC’s XTax competition and fielded nine
teams. We have been selected to host the competition again fall 2009.
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