1

School of Business and Economics

Department of Accountancy
Downtown Campus

SYLLABUS

COURSE DETAILS
Course No. : AC 2104 Professor: Eleanor D. Paclijan, CPA, MAIA, MSA
Course Title : Accounting Information System Office: Department of Accountancy
Credit Units : 3
Pre-requisites : AC 1204 – Governance, Business Ethics, Risk Management & Internal Contact No: 253-1000 loc. 208
Control Email Add:
Term : 1st Semester, SY 2019-2020 edpaclijan@usc.edu.ph
Schedule :

Course Description

The course provides 2nd year undergraduate Accounting, Management Accounting, Internal Audit, and Accounting Information System students with basic knowledge of design,
operations, risks, and controls of accounting information system with emphasis on financial transaction cycles and core business processes vis-à-vis risks and controls involved
in the processing of accounting information in a computerized environment.
The first part of the course will provide the students with analytical tools necessary to evaluate users’ accounting information needs, and to design, implement, and main an
accounting information system to support business processes and cycles. Among the topics that will be covered are: the components of a contemporary accounting information
system; security and internal controls; traditional flowcharting and data-flow diagrams.
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In the second part of the course, the students gain hands-on experience with a commercial accounting software package. It will familiarize the students on basic client server
technology and security for electronic transactions, general and application processing controls, and various types of electronic systems used for transaction processing.

Lastly, this course also covers analysis of current issues in accounting information systems that have business implications and ethical considerations.

Program Educational Outcomes

Three to five years after graduation, the Carolinian accounting information systems professional graduate will become:

PEO#1 An accounting information system professional who can build a career at national and international levels.

An accounting information system professional who is competent and capable in creating, managing, and distributing wealth whether in manufacturing,
PEO#2
merchandising, and service related enterprise.

PEO#3 An accounting information system professional who contributes his/her expertise to the industry, professional body, and society.

Program Learning Outcomes

Each course has specific Course Level Student Learning Outcomes (SLOs) that will be achieved through the curriculum designed for the course. The cumulative achievement
of all Course level SLOs will result in the achievement of Ten (10) Program Level Student Learning Outcomes as listed below.
Upon completing the BS Accountancy, BS Management Accounting, BS Internal Audit and BS Accounting Information System program, graduates will demonstrate the
following:

PEOs
Domain Domain Definition Skills
PEO#1 PEO#2 PEO#3

The ability to acquire and apply knowledge of science, mathematics, business and
PO#1: Business Knowledge economics and to understand key terms, facts and processes related to Finance and Cognitive   
Accounting.

The ability to verbalize and articulate business information to be used by financial

PO#2: Communication/Reporting
information users in making economic decisions.
Psychomotor 
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PEOs
Domain Domain Definition Skills
PEO#1 PEO#2 PEO#3

The ability to direct and influence others towards a common goal and to recognize Affective/
PO#3: Leadership/Teamwork
individual performance and work with others towards achieving a common goal. Psychomotor 
PO#4: Multi-disciplinary Teams The ability to function in collaboration with other disciplines. Psychomotor  
The ability to be professionally competent, noble in character, sensitive to the
PO#5: Witness to the Word Gospel's mission and adhere to the Code of Professional Ethics for the accounting Affective 
profession.

The ability to demonstrate personal and intellectual autonomy and information

PO#6: Life-long Learning
literacy.
Affective  
The ability to embrace the diversities and complexities of the world across
disciplines and perspectives, at the same time preserve and promote “Filipino Cognitive/
PO#7: Global Citizenship historical and cultural heritage”; to demonstrate corporate citizenship, social Affective/   
responsibility, and ethical practices in performing functions as a professional Psychomotor
management accountant.

The ability to undertake an in-depth study of accounting, tax, business law, and
PO#8: Research
auditing issues.
Cognitive 
The ability to analyze and interpret financial and business risks, identify and
analyze problems related to management accounting issues as basis for solutions
PO#9: Technical Competency and recommendations, and render professional judgment on the preparation of Cognitive   
external and internal reports based on applicable standards and practices.
\

The ability to exercise discretion in the analysis and interpretation of management

PO#10: Professional Judgment accounting issues, both local and international, and present options in resolving Cognitive   
emerging and relevant challenges related to management accounting.
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Course Learning Outcomes

Program Learning Outcomes (POs)
Upon completion of the course, students should be able to:
PO#1 PO#2 PO#3 PO#4 PO#5 PO#6 PO#7 PO#8 PO#9 PO#10
Explain the fundamental concepts of accounting information
CO#1: system, its value to an organization, and its role in company  
strategy and decision-making.

Identify the business activities and information processing

CO#2: operations in the revenue, expenditure, production and general        
ledger.

Identify the risks and internal controls required for an accounting

CO#3:
information system.    
Apply traditional flowcharting and data-flow diagram as the basis
CO#4:
for designing an accounting information system.        
Apply the principles that support the design, implementation and
CO#5: maintenance process of an AIS to typical situations faced by     
practicing accountants.

Course Structure
COURSE
TOPIC INTENDED LEARNING OUTCOMES
OUTCOMES
I. Course Orientation (1.5 hours) CO#1, CO#2 1. Review of the related concepts, principles, formulas, and other matters that
A. USC Vision and Mission Statement. will relate to the course.
B. SBE and Department of Accountancy Aims.
C. Duties and responsibilities of a student.
D. Classroom rules and policies.
E. Expectations from the subject and the
teacher.
F. Course Overview

II. Overview of Accounting Information Systems
(6 hours)
A. The Information System: An Accountant’s
Perspective
1. The information environment
2. Organizational structure and AIS
3. The role of accountants in AIS
B. Introduction to Transaction Processing
1. An overview of transaction processing
2. Accounting records
3. File structures
4. Documentation techniques
5. Transaction processing models
6. Data coding schemes
C. Ethics, Fraud, and Internal Control
1. Ethical issues in business
2. Fraud and accountants
3. Internal control concepts and techniques
III. Introduction of the Company Study (3
hours)
5
CO#1, CO#2, 1. Recognize the primary information flows within the business
CO#3, CO#4, and environment.
CO#5 2. Understand the difference between accounting information systems and
management information systems.
3. Understand the difference between financial transactions and nonfinancial
transactions.
4. Know the principal features of the general model for information systems.
5. Understand the organizational structure and functional areas of business.
6. Be able to distinguish between external auditing, internal auditing, and
advisory services as they relate to accounting information systems.
7. Understand the broad objectives of transaction cycles.
8. Recognize the type of transactions process by each of the transaction
cycles.
9. Know the basic accounting records used in transaction processing
systems.
10. Understand the relationship between traditional accounting records and
their digital equivalents in computer-based systems.
11. Be familiar with the documentation techniques used for representing
manual procedures and the computer components of systems.
12. Understand the difference between batch and real-time processing and the
impact of these technologies on transaction processing.
13. Be familiar with data coding schemes used in accounting information
systems.
14. Understand the broad issues pertaining to business ethics.
15. Have a basic understanding of ethical issues related to the use of
information technology.
16. Be able to distinguish between management fraud and employee fraud.
17. Be familiar with common types of fraud schemes.
18. Be familiar with the key features of the COSO internal control framework.
19. Understand the objectives and application of both physical and IT control
activities.
CO#1, CO#2, 1. Be able to produce list of possible companies for the study.
CO#3 2. Be able to submit background of possible companies.
3. Be able to identify the accounting information system of selected
companies.
4. Communicate with possible companies for the study.

IV. Transaction Cycles and Business Processes
(15 hours)
A. The Revenue Cycle
1. The conceptual system
2. The physical systems
B. The Expenditure Cycle Part I: Purchases
and Cash Disbursements Procedures
1. The conceptual system
2. The physical systems
C. The Expenditure Cycle Part II: Payroll
Processing and Fixed Asset Procedures
1. The conceptual payroll system
2. The physical payroll system
3. The conceptual fixed asset system
D. The Conversion Cycle
1. The traditional manufacturing
environment
2. World-class companies and lean
manufacturing
3. Techniques and technologies that promote
lean manufacturing
4. Accounting in a lean manufacturing
environment
5. Information systems that support lean
manufacturing
E. Financial Reporting and Management
Reporting Systems
1. The general ledger system
2. XBRL – Reengineering Financial
Reporting
3. Controlling the GL/FRS
4. The management reporting system
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CO#1, CO#2, 1. Understand the fundamental tasks performed in the revenue cycle.
CO#3, CO#4, and 2. Be able to identify the functional departments involved in revenue cycle
CO#5 activities and trace the flow of revenue transactions through the
organization.
3. Be able to specify the documents, journals, and accounts that provide audit
trails, promote the maintenance of historical records, support internal
decision making, and sustain financial reporting.
4. Understand the risks associated with the revenue cycle and recognize the
controls that reduce those risks.
5. Be aware of the operational and control implications of technology used to
automate and reengineer the revenue cycle.
6. Recognize the fundamental tasks that constitute the purchases, cash
disbursement, payroll, and fixed asset process.
7. Be able to identify the functional areas involved in purchases, cash
disbursement, payroll and fixed asset activities, and trace the flow of these
transactions through the organization.
8. Be able to specify the documents, journals, and accounts that provide audit
trails, promote the maintenance of historical records, and support internal
decision making and financial reporting.
9. Understand the risks associated with purchases, cash disbursements,
payroll and fixed asset activities and be familiar with the controls that
reduce these risks.
10. Be aware of the operational features and the control implications of
technologies used in purchases and cash disbursement systems.
11. Understand the basic elements and procedures and procedures
encompassing a traditional production process.
12. Understand the data flows and procedures in a traditional cost accounting
system.
13. Be familiar with the accounting controls found in a traditional
environment.
14. Understand the principles, operating features and technologies that
characterize the lean manufacturing.
15. Understand the shortcomings of traditional accounting methods in a world-
class environment.
16. Be familiar with the key features of activity-based costing and value
stream accounting.
17. Be familiar with the information systems commonly associated with lean

V. SAP Business One as an Accounting
Information System (24 hours)
VI. Completion of the Company Study (6 hours)
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manufacturing and world-class companies.
18. Understand the operational features of the general ledger system (GLS),
financial reporting system (FRS), and management reporting system
(MRS).
19. Be able to identify the principal operational controls governing the GLS
and FRS.
20. Understand the factors that influence the design of the MRS.
21. Understand the elements of a responsibility accounting system.
22. Be familiar with financial reporting issues surrounding XBRL.
MIDTERM EXAMINATION
CO#2, CO#3, and 1. Discuss the importance of a business software such as SAP Business
CO#5 One in handling business processes.
2. Perform basic navigation and identify the components of the user
interface of SAP Business One.
3. Record Purchasing, Sales, Disbursement and Collection transactions
using the system.
4. Use Materials Requirements Planning (MRP) in managing Production
and Sales requirements.
5. Generate financial statements and other reports relevant to decision
making.
CO#2, CO#3, and 1. Identify areas for improvement of the ‘client’s’ Accounting Information
CO#4 Systems (transaction processing procedures and its related ethics, and
internal controls).
2. Write the Final AIS Company Study Report
3. Present the final AIS Company Study Report orally.
4. Revise and submit the Report based on
comments/suggestions/corrections of the panelists/discussants.
5. Deliver a copy of the report to the ‘host’ client company with
recommendations to improve competence of client’s AIS
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Educational Resources
A. Books

Textbook:
Hall, J. A. (2016). Accounting Information Systems (9th Ed.). Singapore: Cengage Learning Asia Pte. Ltd.

References:
Gelinas, U. J., Dull, R. B., Wheeler, P. and Hill, M. C. (2017). Accounting Information Systems, 11th Edition. Massachusetts, USA: Cengage Learning
Romney, M. B. and Steinbart, P. J. (2012). Accounting Information Systems (12th Ed.). New Jersey, USA: Pearson Prentice Hall.
Stair, R. M., Reynolds, G. W., Aldcorn, J. and Neufeld, D. J (2012). Principles of Information Systems: A Managerial Approach (1st Canadian Ed.). Canada:
Nelson Education Ltd.
Valacich, J. and C. Schneider (2014). Information Systems Today: Managing in the Digital World (6th Ed). New Jersey, USA: Pearson Education, Inc.

B. Websites
www.cengageasia.com
Textbook Website
https://www.cengagebrain.com/
Textbook Website
https://www.coso.org/
COSO Website
http://aaahq.org/ais/journal
Journal of Information Systems
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Course Requirements
As a students in this course, you must comply with the following requirements:
1. Attendance and Class Participation
You are expected to attend all classes. Attendance in the lectures is very important because the lectures present new information and provide background for the assignments.
You are responsible for all of the material presented in lectures.
The USC Student Manual (2006 Edition) specifies that “a student who incurs absences of more than 20% of the prescribed number of class hours or laboratory periods
during the term should be given NC or 5.0.” A 3-unit course has 48 class hours. Students with three absences are required to get a readmission permit from the college dean.
Class participation is evidenced by individual or group outputs from in-class exercises. These outputs shall be collected at the end of a class meeting. In-class exercises
could include Short quizzes, seatworks, and group discussions.
2. Out-of-Class Learning Tasks and Assignments
To ensure learning engagement and constant timely practice, you are required to do out-of-class tasks in the form of small projects and recommended problems relevant to
a particular unit. To this end, you are required to have a notebook intended only for exercises. From time to time, your exercise notebooks will be checked in order to assess
the timeliness of your learning efforts.
3. Tests and Examinations
A minimum of four (4) exams are given during the semester and are scheduled following the schedules set by the university. The midterm exam and the final exam are
three-hour examinations and require students to present valid examination permits for participation in the examination.
4. Portfolio/Term Report
A portfolio of documents will be submitted at the end of the term. It will contain the introduction, problems, alternative course of actions, corresponding descriptions,
analyses, and conclusion and recommendations thereof.

Grading System
This course will follow the standard grading system of the University as follows:
Assessment Tasks Weight (%) Assessment Reference
Class participation 15 Rubric No. 1
Pre-midterm summative exams and midterm exam 25 Multiple choice, open ended questions
Pre-final summative exams and final exam 25 Hands-on exercises, practical examinations
Team-based activities presentation 15 Rubric No. 3, Rubric No. 4
Team-based activities portfolio submission 10 Rubric No. 3
Peer assessment 10 Rubric No. 2
Total 100
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GPA Scoring
For purposes of transmutation, the standard equivalents will be used as follows:
Score Range 100-95 94-93 92-91 90-89 88-87 86-85 84-83 82-81 80-79 78-77 76-75
Grade Equivalent 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 2.0

Score Range 74-73 72-71 70-69 68-67 66-65 64-62 61-59 58-56 55-53 52-50 49 below
Grade Equivalent 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3.0 5.0

Note:
1. Students who obtain grades below 3.0 is equivalent to a failing grade of 5.0.
2. BSA students must maintain a 2.0 GPA in each core and professional course.
3. BSMA, BSAIS, and BSIA students must maintain a 2.5 GPA in each core and professional course.
4. Students who have not complied with their final requirements for the subject will be given an INC grade.
5. Students with an INC grade are given at most one year to comply with the necessary requirements to be given a final grade. Students whose grades are not changed
within one year will automatically receive a final grade of No Credit (NC).
6. Students can only have a maximum of nine (9) units of INC grades at one time. Students who violate this rule will not be allowed to enroll in further subjects until
they comply with the requirements and have their INC grades changed.
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Classroom Management
1. Attendance is a MUST. Students may incur only ten (10) absences for MWF schedules or seven (7) absences for TTH schedules. Otherwise, they will automatically
be dropped from class and receive a grade of either NC (No Credit) or a failing grade of 5.0, whichever is applicable.
2. Students who incur three (3) absences will be asked by the instructor to see the Department Chair to secure permission to be re-admitted to class. A re-admission slip
should be properly accomplished for this.
3. Tardiness is discouraged. It is a source of irritation and class disruption when students arrive late. Students who arrive 15 minutes after the start of class are considered
tardy. Please note that three (3) tardiness is equivalent to one (1) absence.
4. A permanent seat plan will be made at the start of the semester. Students are advised to keep to their assigned seating arrangement; otherwise, they will be marked
absent for that day.
5. Classes should always start and end with a short prayer. The instructor can opt to lead the prayer or assign students to do this alternately.
6. Students should assist in maintaining the orderliness and cleanliness of the classrooms. Graffiti writing is strictly prohibited. Any student found violating this rule will
be punished with the appropriate sanction. Before leaving the classroom, the instructor with the help of the students, should ensure that no litter/garbage is left behind
and that chairs are in their proper order. Should the class be the last schedule for the day, the instructor should arrange that the lights and air conditioning units are
switched off.
7. Going out of the classroom at any time is strictly discouraged. Students should make it a habit to go to the restroom during their vacant period or before the start of their
classes. If they must visit the restroom, permission should be sought from the instructor.
8. Use of mobile phones inside the classroom is strictly prohibited. They should be switched off or placed in silent mode before entering classes. The instructor has the
right to confiscate mobile phones that ring and/or are used during class hours. The confiscated unit can only be claimed from the Dean’s Office at the end of the semester.
9. The teacher reserves the right to ask the student to leave the room if his behavior is disruptive in class.
10. It is the responsibility of the students to properly schedule their classes so that meals and snacks will be taken at the proper time.
11. Students are encouraged to see the instructor during consultation hours for any concerns, questions and assistance with regards to the course.

Prepared by: Eleanor D. Paclijan, MAIA, MSA Approved by:

Date: July 1, 2018 Date:
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Rubric No. 1: Assessing Student Participation

Level of Competence
Criteria Score
1 – Unacceptable 2 – Satisfactory 3 – Very Good 4 – Outstanding
Student does not initiate Students initiate contribution at Student initiates contribution Student initiates contributions
1. Frequency of
contribution and needs least in half of the recitations. once in each recitation. more than once in each 4
participation in class
instructor to solicit input recitation.

Comments are uninformative,
lacking in appropriate
terminology. Heavy reliance
2. Quality of
on opinion and personal taste.
comments
Comments sometimes
constructive, with occasional
signs of insight. Student does
not use appropriate
terminology; comments not
always relevant to the
discussion.
Comments mostly insightful
and constructive; mostly uses
appropriate terminology.
Occasionally comments are too
general or not relevant to the
discussion.
Comments always insightful and
constructive; uses appropriate
terminology. Comments
balanced between general 2
impressions, opinions and
specific, thoughtful criticisms or
contributions.

Does not listen speak or does
not pay attention while other
speak; detracts from
discussion; sleeps, etc.
3. Listening skills
(𝟒+𝟐+𝟐)
RUBRIC SCORE {[
𝟑
Student is often inattentive and
needs reminder of focus of
class. Occasionally makes
disruptive comments while
others are speaking.
] + 𝟏} ∗ 𝟐𝟎
Student is mostly attentive
when other present ideas,
materials, as indicated by
comments that reflect and
build on others' remarks.
Occasionally needs
encouragement or reminder
from T.A. of focus of
comment.
*3 refers to the # of criteria, 1 and 20 are constants
Student listens attentively when
other present materials,
perspective, as indicated by
comments that build on others'
remarks, i.e. student hears what 2
say and contributes to the
dialogue.
73.3333

PERCENTAGE SCORE Computed as Rubric Score divided by 100 *100 is a constant 73.3333%
TRANSMUTATION EQUIVALENT Computed as Percentage Score multiplied by -4 plus 5 *-4 and 5 are constants 2.1

Criteria
1 – Unacceptable
1. Contributes Shares ideas but does not advance
to team the work of the group.
meetings
Completes all assigned tasks by
2. Individual deadline.
contributions
outside of
team meetings
Supports a constructive team climate
by doing any one of the following:
 Treats team members respectfully
by being polite and constructive
in communication.
 Uses positive vocal or written
3. Fosters tone, facial expressions, and/or
body language to convey a
constructive
positive attitude about the team
team climate and its work.
 Motivates teammates by
expressing confidence about the
importance of the task and the
team’s ability to accomplish it.
 Provides assistance and/or
encouragement to team members.
RUBRIC SCORE {[
PERCENTAGE SCORE
TRANSMUTATION EQUIVALENT
Rubric No. 2: Teamwork Value Rubric
Level of Competence
2 – Satisfactory
Offers new suggestions to advance
the work of the group.
Completes all assigned tasks by
deadline; work accomplished
advances the project.
Supports a constructive team climate
by doing any two of the following:
 Treats team members respectfully
by being polite and constructive
in communication.
 Uses positive vocal or written
tone, facial expressions, and/or
body language to convey a
positive attitude about the team
and its work.
 Motivates teammates by
expressing confidence about the
importance of the task and the
team’s ability to accomplish it.
 Provides assistance and/or
encouragement to team members.
(𝟐+𝟒+𝟏)
] + 𝟏} ∗ 𝟐𝟎
𝟑
Computed as Rubric Score divided by 100
Computed as Percentage Score multiplied by -4 plus 5
3 – Very Good
Offers alternative solutions or courses Helps the team move forward by
of action that build on the idea of
others.
Completes all assigned tasks by
deadline; work accomplished is
thorough, comprehensive, and
advances the project.
Supports a constructive team climate
by doing any three of the following:
 Treats team members respectfully
by being polite and constructive in
communication.
 Uses positive vocal or written
tone, facial expressions, and/or
body language to convey a
positive attitude about the team
and its work.
 Motivates teammates by
expressing confidence about the
importance of the task and the
team’s ability to accomplish it.
 Provides assistance and/or
encouragement to team members.
*3 refers to the # of criteria, 1 and 20 are constants
*100 is a constant
*-4 and 5 are constants
13
Score
4 – Outstanding
articulating the merits of alternative
ideas or proposals. 2
Completes all assigned tasks by
deadline; work accomplished is
thorough, comprehensive, and
advances the project. Proactively 4
helps other team members complete
their assigned tasks to a similar level
of excellence.
Supports a constructive team climate
by doing all of the following:
 Treats team members respectfully
by being polite and constructive
in communication.
 Uses positive vocal or written
tone, facial expressions, and/or
body language to convey a
1
positive attitude about the team
and its work.
 Motivates teammates by
expressing confidence about the
importance of the task and the
team’s ability to accomplish it.
 Provides assistance and/or
encouragement to team members.
66.6667
66.6667%
2.3
 14

Rubric No. 3: System Flowcharting Rubric

Level of Competence
Criteria Score
1 – Unacceptable 2 – Satisfactory 3 – Very Good 4 – Outstanding
1. Defining the Student does not identify the Student fails to define the Student adequately defines Student states the problem and
Problem/identification problem and/or operational problem and/or operational the problem and/or clearly and identifies underlying 3
of operational issues. issues. issues adequately. operational issues issues.

2. Developing a Plan to Student does not develop a
Solve the Problem coherent plan to solve the
problem.
Student develops a marginal
plan, and does not follow it to
conclusion.
Student develops an adequate
plan and follows it to
conclusion.
Student develops a clear and
concise plan to solve the
problem, with alternative 3
strategies, and follows the plan to
conclusion.

3. Collecting and Student collects no viable
Analyzing information. Incorrect
Information/application analysis based on partial
of analytical techniques understanding of the
problem.
Student collects inadequate
information to perform
meaningful analyses.
Student collects adequate
information and performs
basic analyses.
Student collects information from
multiple sources and analyzes the
information in-depth. Excellent 3
application of the appropriate
techniques

4. Interpreting Findings Student does not interpret the Student provides an Student provides an adequate Student provides a logical
and Solving the findings/reach a conclusion. inadequate interpretation of interpretation of the findings interpretation of the findings and
Problem, Incorrect recommendation. the findings and does not and solves the problem, but clearly solves the problem,
Recommendations No managerial insights. derive a logical solution to the fails to provide alternatives. offering alternative solutions. 2
&Managerial insights problem. Reasonable Reasonable recommendation, With solid recommendation and
recommendation, but does not but weak managerial insights. managerial insights.
offer a managerial insights.
(𝟑+𝟑+𝟑+𝟐)
RUBRIC SCORE {[ ] + 𝟏} ∗ 𝟐𝟎 *4 refers to the # of criteria, 1 and 20 are constants 75
𝟒

PERCENTAGE SCORE Computed as Rubric Score divided by 100 *100 is a constant 75%
TRANSMUTATION EQUIVALENT Computed as Percentage Score multiplied by -4 plus 5 *-4 and 5 are constants 2.0
 15

Rubric No. 4: Topic Presentation Rubric

Criteria
1 – Unacceptable
1. Introduction/ The introduction does not
Organization orient the audience to what will
follow. The sequencing is
unclear and does not appear
interesting or relevant to the
audience.
2. Content The content lacks a clear point
of view and logical sequence of
information. Includes little
persuasive information and
only one or two facts about the
topic. Information is
incomplete, out of date and/or
incorrect. Sequencing of ideas
is unclear.
3. Presentation Presentation was not clearly
audible and hard to hear. Visual
presentation was very
disorganized and hard to read.
Group members did not ask for
questions and were unable to
answer questions asked by
other students or the instructor.
4. Group Some team members have no
Presentation role in presentation.
(𝟑+𝟑+𝟑+𝟑)
RUBRIC SCORE {[
Level of Competence
2 – Satisfactory
The introduction shows some
structure but does not create a
strong sense of what is to follow.
May be overly detailed or
incomplete and is somewhat
appealing to the audience.
The content is vague in conveying a
point of view and does not create a
strong sense of purpose. Includes
some persuasive information with
few facts. Some of the information
may not seem to fit. Sources used
appear unreliable.
Presentation was audible, but needs
improvement on tone of voice
when speaking. Visual aspects of
project could be better organized
and easier to read. Group members
were not able to answer some
questions when asked by instructor
or other students.
Some group members participate.
] + 𝟏} ∗ 𝟐𝟎
𝟒
3 – Very Good
The introduction is clear and
coherent and relates to the topic.
The content is written with a
logical progression of ideas and
supporting information. Includes
persuasive information from
reliable sources.
Presentation was audible. Good
tone of voice when speaking.
Visual aspects of project was
organized and easy to read.
Group members were able to
answer most questions posed by
instructor and other students.
Most group members participate
equally, not all demonstrate
knowledge of material.
*4 refers to the # of criteria, 1 and 20 are constants
Score
4 – Outstanding
The introduction presents the overall
topic and draws the audience into the
presentation with compelling questions or
by relating to the audience's interests or 3
goals.
The content is written clearly and
concisely with a logical progression of
ideas and supporting information. The
project includes motivating questions and
advanced organizers. The project gives 3
the audience a clear sense of the main
idea. Information is accurate, current and
comes mainly from primary sources.
Presentation was presented in a
professional way. Audio and visual
aspects were perfect. Group members
were able to answer all questions posed
by the other students as well as the 3
instructor.
All group members participate and
knowledgeable of material. 3
80

PERCENTAGE SCORE Computed as Rubric Score divided by 100 *100 is a constant 80%
TRANSMUTATION EQUIVALENT Computed as Percentage Score multiplied by -4 plus 5 *-4 and 5 are constants 1.8