ACX3900 Global Issues in Accounting, Semester 2, 2023.
1B Visual Analyse Impact
Purpose To analyse and communicate complex concepts related to accountable decision-making
and long-term sustainability of corporations in the contemporary environment. Students
will need to think critically and creatively to consider problems from diverse perspectives.
This task is aligned to the Monash Graduate Attributes, and Unit Learning Outcomes 1, 2
and 6.
Your task Part 1 (Digital slides) is a group task. You will work in groups of 5 to create digital slides
which communicates your analysis and response to the prompt “What is the role of
accounting in achieving sustainable development?”
Part 2 (Feedback Fruits) is an individual task. Your contribution to the task will be
invigilated during in-class observations. Additionally, you will evaluate each team
member’s contribution to the group process, and in turn receive feedback from others.
This is the second of three related assessment tasks: 1A, 1B, 1C.
Value 20% of your total marks for the unit
Word Limit Ten (10) page slides maximum (The first title page and references pages are excluded)
Due Date Week 7, Sunday 10 September 2023, 11:55 pm
Submission ● Via Moodle Assignment Submission.
● Turnitin will be used for similarity checking of all submissions.
Assessment
Criteria
● Interpretation of accounting as it relates to society and within the context of the
profession. Examine evidence from various perspectives to identify and critically
analyse complex issues.
● Format of the slides considers the intended audience and context and is an
appropriate example of the medium.
● Peer evaluation of collaborative behaviour and contribution to the task.
Refer to the Marking rubric and Feedback Fruits team evaluation ratings for more detail.
● 10% deduction per calendar day or part thereof for up to one week
● Submissions more than 7 calendar days after the due date will receive a mark of
zero (0) and no assessment feedback will be provided.
Feedback Feedback will be provided on student work via:
● Formative feedback during workshops
● Group feedback ten working days post submission
● General cohort performance
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TASK 1B
Part 1 (Digital slides) is a group task. You will work in groups of 5 to create digital slides which communicates your
analysis and response to the prompt “What is the role of accounting in achieving sustainable development?”
Part 2 (Feedback Fruits) is an individual task. Your contribution to the task will be invigilated during in-class
observations. Additionally, you will evaluate each team member’s contribution to the group process, and in turn
receive feedback from others.
INSTRUCTIONS
1. Group selection
You will self-select into a group via Moodle group-selection function. During the weeks 1-2 workshops, the group
will create. We expect you to commit to being a good team member. This means you need to be reliable,
respectful, and contribute fairly to the team objectives.
2. Invigilation: teamwork observations
Time to work on this project will be allocated during workshops 2, 3, 4, 5, and 6. During this time, your
contribution to the task will be observed and invigilated by your facilitator. Therefore, workshop attendance
and participation are essential. If you are unable to attend class for this invigilation, please discuss your
options with the chief examiner.
3. Digital slides
The digital slides will be informed by research, and illustrate a range of accounting and non-accounting
perspectives that impact the long-term sustainability of corporations in the contemporary environment. The
audience is your class peers and so the digital slides should be interesting and thought provoking.
You can use any tool that you are familiar with to create the digital slides, as long as the final product is submitted
as a pdf file.
The slides design and creation must be a collaborative process. The team should:
● Investigate the topic broadly using a range of academic and professional sources.
● Consider diverse perspectives as part of the investigation and analysis.
● Consider the question with imagination and creativity – What is the role of accounting in achieving
sustainable development?
● Decide on a clear message to be communicated.
● Consider how best to communicate what you have discovered, collected and processed.
Before creating your slides you should review the resources from Learn HQ: Plan and prepare your
presentation.
The slides must include the title page and references pages:
● The title page must include group members’ name and student ID.
● The references pages must Adhere to APA or Harvard style (author-date system) for citations. Refer to
Monash University’s citing and referencing tutorial or Citing and referencing: Home.
4. Team evaluation and peer feedback
You will provide feedback to your team members in relation to their collaborative behaviour and contribution to
the task. There are 3 sections. Each section is compulsory and contributes 15% of your final mark for Task 1B.
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Give reviews: The first step is to reflect on your own contribution to the group. You will be guided with a rubric to
evaluate yourself. You will then use the same rubric to evaluate each team member’s contribution to the group.
You will also provide constructive written feedback for each team member.
Receive reviews: Each team member will evaluate your contribution to the group and provide constructive
written feedback.
Read reviews: You must read these reviews to complete the task. Reflecting on this feedback from your team
will also inform your response to Task 1C.
SUBMISSION
Due: Week 7, Sunday 9 September 2023 11:55 pm.
Part 1: The digital slides should be submitted as a pdf file via the Assessment section on Moodle. This is a group
submission; only one submission per group is required.
Part 2: The Feedback Fruits team evaluation tool is available via the Assessment section on Moodle. This is an
individual task and sections must be completed by the due date.
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Marking rubric: Task 1B Digital Slides, Total 20%
Criteria
100 MARKS
HD
80-100%
D
70-79%
C
60-69%
P
50-59%
F
0-49%
PROBLEM
IDENTIFICATION
AND ANALYSIS
40 marks
Interpretation of
accounting as it
relates to society and
within the context of
the profession.
Examine evidence
from various
perspectives to
identify and critically
analyse complex
issues.
(32-40 marks)
Insightfully interprets the
role of accounting and
identifies specific and
pertinent societal issues
to be addressed; deeply
considers the context of
the profession.
Effectively integrates and
evaluates evidence from
various perspectives to
support a meaningful and
critical analysis of
complex issues.
(28-31 marks)
Thoroughly Interprets the
role of accounting and
clearly identifies relevant
societal issues to be
addressed, considers the
context of the profession.
Integrates evidence from
various perspectives to
support emerging critical
analysis of issues.
(24-27 marks)
Interprets the role of
accounting and clearly
identifies societal issues to
be addressed, with abridged
consideration of the
professional context.
Uses evidence from various
perspectives to identify
issues, but analysis lacks
depth, originality and/or
critical evaluation of
evidence.
(20-23 marks)
Has started to interpret the
role of accounting, but with
superficial consideration of
the professional context; the
societal issue to be
addressed requires clarity.
Has only started to consider
evidence from more than
one perspective to identify
issues; analysis is
superficial, and evaluation
of evidence is weak.
(0-19 marks)
No interpretation of the role
of accounting. Does not
clearly identify a societal
issue to be addressed; no
linkage to the profession.
No integration of evidence
from various perspectives;
does not analyse issues.
SLIDES
25 marks
Format of the slides
considers the
intended audience
and context and is
an appropriate
example of the
medium.
(20-25 marks)
Exceptional use of the
medium to convey
information and stimulate
discussion.
Original and well-thought-
out visual elements to
enhance understanding.
(18-19 marks)
Highly effective use of the
medium to convey
information and stimulate
discussion.
Thoughtful use of visual
elements to enhance
understanding; emerging
originality.
(15-17 marks)
Effective consideration of
the medium to convey
information and stimulate
discussion.
Proficient use of visual
elements to enhance
understanding; limited
originality.
(12-14 marks)
Adequate consideration of
the medium to convey
information and stimulate
discussion.
Adequate use of visual
elements to enhance
understanding; limited
originality.
(0-11 marks)
Little or no consideration of
the medium; does not
adequately inform the
audience; does not
adequately use visual
elements.
5
CONTRIBUTION TO
CLASS FOR TEAM
DISCUSSIONS
20 marks
Effort and
participation in
teamwork
demonstration.
(16-20 marks)
Outstanding contributor.
The comments made by
you revealed exceptional
preparation and the
contribution provided a
substantive foundation for
furthering fruitful class
discussions.
If you were absent from
the class, the seminar
would have lacked the
desired student directed
learning.
(14-15 marks)
Effective contributor.
The comments made by you
revealed thorough
preparation and your
contribution provided some
useful insight into the topic.
At times you even lead the
class discussions.
If you were absent from the
class, the quality of student
initiated debate would have
significantly diminished.
(12-13 marks)
Good contributor.
The comments made by you
revealed substantial
preparation and at times
your contribution aided
class discussions.
Your contributions were
consistently well argued
and/or persuasive.
If you were absent from the
class, the quality of the
student initiated debate
would have suffered.
(10-11 marks)
Adequate contributor.
The comments made by you
revealed adequate
preparation and at times
your contribution aided
class discussions.
However, your contribution
was not consistent. At
times the comments you
made were well argued
and/or persuasive, yet on
other occasions they were
unsubstantiated and/or
illogical.
If you were absent from the
class, the quality of the
student initiated debate
would have suffered only
minimally.
(0-9 marks)
Poor or disruptive
contributor.
You rarely contributed to
class discussions, it is
extremely difficult to assess
your level of preparation
and the likely contribution
you might have made to the
class discussions.
OR
Your contributions failed to
provide a constructive lead
to class discussions and
invariably disrupted the flow
of debate.
TEAMWORK
15 marks
Team evaluation.
Feedback Fruits Team evaluation grading:
● 40% Completed giving feedback (to peers plus self-reflection).
● 40% Ratings received on work in total (from peers).
○ 10% Self-management.
○ 10% Fair share of work.
○ 10% Active communication.
○ 10% Respect for others.
● 20% Has read all received feedback.
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Feedback Fruits Team evaluation ratings (given and received).
Criteria Highly Proficient Proficient Approaching Proficient Not demonstrated
Self-management Meets all deadlines. Reports own
progress to the group consistently
and has a strong awareness of
overall group progress.
Always comes to meetings at
agreed upon time, and is
consistently prepared, including
the planning for next steps.
Meets team deadlines, and reports
own progress to group
consistently.
Comes to meetings at agreed
upon time, and is prepared for
team meetings.
Meets most deadlines. Reports
progress to the group on some
occasions, but at times peers are
unaware of progress.
Mostly shows up at agreed upon
meeting time, but is only prepared
Misses team deadlines. Fails to
report progress to the group.
Is either absent or does not come
at the agreed upon time and is
unprepared.
Fair share of work Completes a greater amount of
work than expected. Work that is
completed is at a higher level than
expected.
Completes a fair share of the work.
Work that is completed is at the
expected level.
Sometimes completes a fair share
of work, but not consistently. Work
that is completed is not yet at the
expected level.
Does not complete a fair share of
work. Work that is completed is
below the expected level.
Active communication Consistently and actively
contributes information, ideas and
perspectives clearly, and ensures
understanding from team
members.
Consistently listens to and
encourages team members to
share their opinions, and shows an
interest in what is being discussed.
Actively asks for, and is receptive
to feedback from peers, working to
actively implement it.
Contributes information, ideas and
perspectives to team members
clearly.
Listens to and encourages team
members to share. Is receptive to
feedback from peers.
Attempts to communicate
information, ideas and
perspectives to the team, but at
times leaves peers confused.
At times listens to teammates and
shows interest in their
contributions. Is receptive to some
feedback received from peers.
Does not communicate with the
team.
Does not or rarely listens to
teammates. At times interrupts or
ignores their contributions. Is
dismissive of feedback received
from peers.
Respect for others Encourages all group members to
share viewpoints, and shows
respect for all contributions by
listening, asking questions and
actively trying to integrate diverse
viewpoints.
Actively reaching out to inquire on
teammates' well-being and stress
levels. Suggests interventions
based on their needs.
Shows respect for team members'
ideas and perspectives, by actively
listening, and asking questions.
Listens to teammates' indicators of
well-being most of the time.
Attempts to comfort or provide
encouragement.
At times failed to show respect for
other people's ideas and
perspectives.
At times picked up on severe
situations of well-being and stress
levels, but only when it’s already
beyond a healthy work level.
Not respectful towards others'
ideas and perspectives.
Is not attentive to the well-being
and stress levels of teammates
throughout the project.