Introduction to Financial Accounting 2nd Ed.
Course Level: 1st Year Undergrad
Resource Type: Assignment, Test Bank, Textbook
Date Released: N/A
Description: An introductory level textbook for financial accounting covering all related topics including transaction analysis, financial statement preparation under IFRS and financial statement analysis.
Date of Review: 2017-03-17
Rubric V Scoring Guide
3: An object is rated superior for its opportunities for deeper learning only if all of the following are true:
- At least three of the deeper learning skills from the list identified in this rubric are required in the object.
- The object offers a range of cognitive demand that is appropriate and supportive of the material.
- Appropriate scaffolding and direction are provided.
2: An object is rated strong for its opportunities for deeper learning if it includes one or two deeper learning skills identified in this rubric. For example, the object might involve a complex problem that requires abstract reasoning skills to reach a solution.
1: An object is rated limited for its opportunities for deeper learning if it includes one deeper learning skill identified in the rubric but is missing clear guidance on how to tap into the various aspects of deeper learning. For example, an object might include a provision for learners to collaborate, but the process and product are unclear.
0: An object is rated very weak for its opportunities for deeper learning if it appears to be designed to provide some of the deeper learning opportunities identified in this rubric, but it is not useful as it is presented. For example, the object might be based on poorly formulated problems and/or unclear directions, making it unlikely that this lesson or activity will lead to skills like critical thinking, abstract reasoning, constructing arguments, or modelling.
N/A: This rubric is not applicable (N/A) to an object that does not appear to be designed to provide the opportunity for deeper learning, even though one might imagine how it could be used to do so. Even if one might imagine ways an object could be used for assessment purposes, if it is not the intended purpose, not applicable is the appropriate score.
|Quality of Explanation of the Subject Matter||1|
|Utility of Materials Designed to Support Teaching||1|
|Quality of Assessments||N/A|
|Quality of Instructional and Practice Exercises||2|
|Opportunities for Deeper Learning||1|
|Accessibility Statement and/or policy||clear||clear||done|
|Colour and Contrast||clear||clear||done|
|Assistive Technology Compatible||clear||clear||done|
Subject Matter: Business
Levels: 1st Year Undergrad
Format: Downloadable Documents (ie: PDF), eBook, Text/HTML
Type: Assignment, Test Bank, Textbook
Quality of Explanation of the Subject Matter
1.5 would be best but no such number exists in the rubric, so I used the more conservative measure.
In assessing the quality of the explanations the most important criteria in my mind were:
- can this be used with students who are brand new to accounting and can it replace a traditional textbook, where there is more opportunity for visuals, charts, etc
- Although some of the concepts are very well explained (e.g. bond pricing and present value), many others do not offer adequate depth or context. In some areas, the wording or explanations are more appropriate for individuals reading it as a “refresher”. There isn’t enough development of foundational concepts like definitions of assets or liabilities
- Very limited discussion of accrual accounting (vs. cash) even in the context of adjusting entries and financial statement preparation. This is an area of critical importance in a first year accounting class.
- Emphasis on some methodologies and concepts including the straight-line method of bond discount/premium amortization does not ladder well into senior level courses.
- Minor editorial inconsistencies and errors throughout
- Statement of cash flows chapter very complicated and I would have significant trouble adapting it in an introductory course
Utility of Materials Designed to Support Teaching
Again, this textbook and its resources are clearly the result of a tremendous effort on the part of the author. My rating of 1 is not intended to diminish the work that went into it, or the volume and value of the resources. In my assessment I applied the strictest reading of the definitions provided in the rubric to my assessment of the resources. Although there are clearly elements of level 2 that have been met, I selected the most conservative measure.
- Some overlap with notes in other sections
- Lacking reinforcement of concepts throughout the textbook. There is no “chunking” of information or opportunities to pause, reflect and reinforce what is being discussed. All the questions and summaries are at the chapter ends. An instructor would need to inject these elements
Rubric III: Quality of Assessments
- Lacking reinforcement of concepts throughout the textbook. There is no “chunking” of information or opportunities to pause, reflect and reinforce what is being discussed. All the questions and summaries are at the chapter ends.
- Very good questions provided in the exercises section.
- Limited formatting and design elements, which is a function of the OER world and not a limitation of this book specifically. But it makes the textbook a “text only” resource. As such, it might be suitable for read-writer learners, but would be less helpful for students who need visual reinforcement and concept mapping etc
- There are few tables and nearly no graphic elements throughout the chapters making it difficult for students to visualize accounting and business processes.
Quality of Instructional and Practice Exercises
- Impressed with the number of example questions available. It is clear that the author spent considerable time developing them.
Opportunities for Deeper Learning
- I rated this as a 1, but it could be a 2. The extensive questions provided could be applied to two of the learning skills if structured properly by the instructor.
Peer Reviewer Name: Sonya von Heyking
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