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UNIVERSITY OF SUNDERLAND SUNDERLAND BUSINESS SCHOOL APC311 INTERNATIONAL FINANCIAL REPORTING ASSIGNMENT submission date: 17 July 2020 Knowledge: K1

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UNIVERSITY OF SUNDERLAND SUNDERLAND BUSINESS SCHOOL APC311 INTERNATIONAL FINANCIAL REPORTING ASSIGNMENT submission date: 17 July 2020 Knowledge: K1. Critical appreciation of the current key issues in international financial reporting K2. Critical understanding of the conceptual framework as a paradigm for accounting K3. Critical understanding of the uses and limits of financial information K4. Critical understanding of financial reports for strategic decision making Learning outcomes: The assignment covers all module learning outcomes. 2 Assignment brief: By using the regulatory discussions and relevant international accounting standards (IASs) which are taught in the module APC311, you are required to provide a critical evaluation of the following areas of financial reporting. i. Accounting for non current tangible assets ii. Creative Accounting Your assignment should aim to provide readers with comprehensive knowledge and critical reviews of these areas covering, for example: • A knowledge of different accounting treatments in individual accounting standards • A knowledge of implications of different accounting treatments on usefulness of financial statements • Your own understandings of, comments on, arguments and contributions to the topic, such as key qualitative characteristics, true and fair view/fair presentation, creative accounting, etc.. • Any other important issues which you think should be addressed This assignment contributes 100% to the final assessment mark for this course. 3 Further details: Students are required to submit their coursework through JIRA. Only assessments submitted through JIRA will be marked. Any other submission including submission to your study centre in hard copy will be treated as a nonsubmission. If your centre supports Turnitin©, a copy of your Turnitin© originality report must be submitted in conjunction with your assignment. This is an individual assignment of around 3,000 words (limited between -10% - +10%). The word count must be displayed on the Front cover and includes all quotes. This assignment contributes 100% to the final assessment mark for this course. Please note that the University policy on cheating collusion and plagiarism will be applied to this piece of work. The University requires that students do not submit work for assessment which contains someone else’s work ideas, observations or conclusions without due acknowledgement. For the full regulations please refer to:- https://docushare.sunderland.ac.uk/docushare/dsweb/Get/Document-8019/AQHF7b%20Academic%20Misconduct%20Regulations.pdf Marking Guide: Marks will be awarded with respect to the following assessment criteria. Undergraduate Assessment Criteria Categories Grade Relevance Knowledge Analysis Argument and Structure Critical Evaluation Presentation Reference to Literature 86 – The work examined is exemplary and provides clear evidence of a complete grasp of the knowledge, understanding and skills appropriate to the Level of the 100% qualification. There is also unequivocal evidence showing that all the learning outcomes and responsibilities appropriate to that Level are fully satisfied. At this level it is expected that the work will be exemplary in all the categories cited above. It will demonstrate a particularly compelling evaluation, originality, and elegance of argument, interpretation or discourse. 76-85% The work examined is excellent and demonstrates comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. There is also excellent evidence showing that all the learning outcomes and responsibilities appropriate to that level are fully satisfied. At this level it is expected that the work will be excellent in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse and there may be some evidence of originality The work examined is of a high standard and there is evidence of comprehensive knowledge, understanding and skills appropriate to the Level of the qualification. 70 – There is also clearly articulated evidence demonstrating that all the learning outcomes and responsibilities appropriate to that level are satisfied At this level it is 75% expected that the standard of the work will be high in the majority of the categories cited above or by demonstrating particularly compelling evaluation and elegance of argument, interpretation or discourse. 60 – Directly relevant to the requirements A substantial knowledge of Good analysis, clear and orderly Generally coherent and logically structured, using May contain some distinctive or Well written, with standard spelling Critical appraisal of uptodate and/or appropriate 69% of the assessment relevant material, showing a clear an appropriate mode of argument and/or independent thinking; may begin to and grammar, in a readable style with literature. Recognition of different perspectives. grasp of themes, questions and issues therein theoretical mode(s) formulate an independent position in relation to theory and/or practice. acceptable format Very good use of source material. Uses a range of sources Some attempt to Adequate Some analytical Some attempt to construct Sound work which Competently Uses a variety of literature 50 – address the knowledge of a fair treatment, but a coherent argument, but expresses a coherent written, with only which includes some 59% requirements of range of relevant may be prone to may suffer loss of focus position only in broad minor lapses from recent texts and/or the assessment: may drift away material, with intermittent description, or to narrative, which and consistency, with issues at stake stated only terms and in uncritical conformity to one or standard grammar, with acceptable appropriate literature, though not necessarily from this in less evidence of an lacks clear vaguely, or theoretical more standard views format including a substantive focused passages appreciation of its significance analytica l purpose mode(s) couched in simplistic terms of the topic amount beyond library texts. Competent use of source material. 40 – Some correlation Basic Largely A basic argument is Some evidence of a A simple basic style Some up-to-date and/or 49% with the understanding of descriptive or evident, but mainly view starting to be but with significant appropriate literature requirements of the subject but narrative, with supported by assertion formed but mainly deficiencies in used. Goes beyond the the assessment addressing a little evidence of and there may be a lack derivative. expression or material tutor has Pass but there are instances of irrelevance limited range of material analysis of clarity and coherence format that may pose obstacles for the reader provided. Limited use of sources to support a point. 4 Undergraduate Assessment Criteria Relevance to the requirements of the assessment may be very intermittent, and may be reduced to its vaguest and least challenging terms A limited understanding of a narrow range of material Heavy dependence on description, and/or on paraphrase, is common Little evidence of coherent argument: lacks development and may be repetitive or thin Almost wholly derivative: the writer’s contribution rarely goes beyond simplifying paraphrase Numerous deficiencies in expression and presentation; the writer may achieve clarity (if at all) only by using a simplistic or repetitious style Barely adequate use of literature. Over reliance on material provided by the tutor. 35 – 39% The evidence provided shows that the majority of the learning outcomes and responsibilities appropriate to that Level are satisfied – for compensation consideration. 30 – The work examined provides insufficient evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence provided 34% shows that some of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in some of the indicators. 15-29% The work examined is unacceptable and provides little evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence shows that few of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in several of the indicators. 0-14% The work examined is unacceptable and provides almost no evidence of the knowledge, understanding and skills appropriate to the Level of the qualification. The evidence fails to show that any of the learning outcomes and responsibilities appropriate to that Level are satisfied. The work will be weak in the majority or all of the indicators.