Accounting 500

Aspect Being Evaluated

Key Concepts

F

Fail

D 60+%

Dependent

C 70+%

Deficiencies

B 80+%

Competent

A 90+%

Proficient

Score

Points Available

Comments & Feedback

Competency not demonstrated

Cannot independently perform project requirements

Partial ability to execute, solve, and respond

Full ability to execute, solve, and respond

Characterized by accuracy, researched, synthesis, creative insight/anticipation of consequences

Objective 4: Given a firm’s financial and operational goals, evaluate the role and responsibilities of a corporate financial manager in meeting these goals.

Finance Assessment

All

Assessment does not demonstrate an understanding of the financial manager’s role; nor an understanding of financial ratios and time value of money principles.

Assessment demonstrates a minimal understanding of the financial manager’s role; and financial statement ratios and time value of money principles.

Assessment demonstrates a general, but limited understanding of the financial manager’s role; financial ratios and time value of money principles.

Assessment demonstrates a general understanding of the financial manager’s role; financial ratios and time value of money principles.

Assessment demonstrates an effective understanding of the financial manager’s role; financial ratios and time value of money principles.

150 points total

Preparation of the DuPont analysis and supplemental ratios

Objective 4

A, B, C, and D

The student is not able to perform the DuPont analysis or properly select and calculate appropriate ratios to assess a firm’s profitability, resource management, liquidity, and leverage. As such, no analysis of results can be provided.

The student calculates the DuPont analysis with > 25% error, In addition, the student provides minimal analysis of the results for the 2 years.

The student selects ratios to calculate and assess portions of the firm’s profitability, liquidity, resource management, or leverage ratios. Errors may exist in up to half of the ratio calculations. Analysis of the results does not properly assess the company’s performance, nor discuss how the manager can use them in his or her role.

The student properly calculates 75% of the DuPont analysis and the related ROE figure. In addition, the student provides limited analysis of the results for the 2 years.

The student also calculates 75% of the ratios with accuracy, with limited analysis of the results, and limited discussion about how the ratios can be used in the manager’s decision-making process.

The student is able to properly calculate all components of the DuPont analysis and properly calculate the ROE figure. In addition, the student provides limited analysis of the DuPont results for the 2 years combined.

The student properly calculates each ratio and provides adequate analysis of the results, and the role of the financial manager.

The student is able to properly calculate all components of the DuPont analysis and properly calculate the ROE figure. In addition, the student provides in-depth analysis of the DuPont results for the 2 years combined.

The student also selects appropriate ratios to measure the firm’s liquidity, profitability, and asset turnover. The student also properly calculates each ratio and provides in-depth analysis of the results, and provides good insights about how the financial manager can use the results to make decisions.

90 points

Use of Collaboration Software

Team did not use collaboration software to conduct team meetings.

Student teams use collaboration software but do not provide recordings as evidence that the meetings occurred via the collaboration software.

Student teams utilize collaboration software at least one time and provide evidence of the software. Team provides recordings as evidence.

Student teams utilize collaboration software at least two times and provide evidence of the software. Team provides recordings as evidence.

Student teams utilize collaboration software at least three times during the project preparation process. Team provides recordings as evidence.

10 Points

Narrated PPT Presentation

The narrated presentation does not consistently address ratios from the appropriate categories, nor is the verbal analysis accurate.

Not all team members participate in the recording.

Team prepares a presentation that only includes ratios from one of the four categories, and the verbal analysis is not completely accurate.

Not all team members participate in the recording.

Team prepares a cohesive presentation that includes on ratio from at least two of the four categories, and the DuPont Equation. Verbal analysis is accurate.

All team members participate in the recording.

Team prepares a cohesive presentation that includes on ratio from at least three of the four categories, and the DuPont Equation. Verbal analysis is accurate.

All team members participate in the recording.

Student team prepares a cohesive presentation that includes at least one ratio from each category and the DuPont Equation. In addition, the verbal analysis is accurate and concise.

All team members participate in the recording.

20 Points

Articulation: (Mechanics, Spelling, Clarity Structure, Organization)

The writer seems unaware of purpose, audience, or organization. Little evidence of a controlling idea. Fails to respond to the situation or explore the issues. The writer’s voice is not recognizable due to inadequate control of language. Style is undeveloped. Excessive grammatical and mechanical errors block meaning.

Shows limited awareness of purpose and audience. Weak development of the central idea and awkward coverage of the issues. Organization is flawed and details are lacking or unrelated to central idea. The writer’s voice is indistinct and the paper may rely on language from the prompt. The style is sluggish and uninspired. Frequent mechanical errors seriously interfere with meaning.

Partially reflective of purpose and audience. Development of central idea produces some distortion or may neglect significant issues. The plan of organization is undermined by omission of ideas and details and illogical or simplistic reasoning. The writer’s voice is weakly developed, and use of language may be vague, imprecise, or awkward. Style is repetitive or plodding. Mechanical errors sometimes interfere with meaning.

Generally engaged with purpose and audience. Central idea responds to the topic but is vaguely realized in places. Generally well organized, with adequate support, but there are some misplaced details or logical inconsistencies. The writer’s voice is apparent but occasionally inconsistent. Demonstrates competent use of language and a workable style. Mechanical errors do not significantly interfere with meaning.

Clear and consistent focus on purpose and audience. Develops a strong central idea and explores the issues fully and insightfully. Logically organized with concrete details that directly support major points. The distinctive voice of the writer emerges through superior command of language and stylistic variety and energy. Essentially free from mechanical errors.

15 points

APA Style

Information is not supported by use of in-text citations or references.

Information is supported by insufficient use of references, without in-text citations. Format may be inconsistent.

Information is supported by use of references and in-text citations, but with major deviations from APA style.

Information is supported by appropriate use of research. Includes in-text citations and references with minor deviations from APA style.

When the candidate uses sources, the candidate provides appropriate use of research. In-text citations and references with no readily detectable deviations from APA style.

15 points