AS 91179 annotated exemplars

This annotated exemplar is intended for teacher use only. Annotated exemplars are extracts of student evidence, with commentary, that explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

Download all exemplars and commentary [PDF, 385 KB]

TKI Accounting assessment resources (external link)

For Excellence, the student needs to demonstrate comprehensive understanding of an accounts receivable subsystem for an entity.

This involves:

• processing complex financial information for the entity’s accounts receivable subsystem
• justifying elements of the entity’s accounts receivable subsystem.

The student has processed complex financial information for Bella Boutique.

The student has explained and justified elements of the accounts receivable subsystem (1). Justifications are linked to retrieving cash from credit customers.

Transactions have been integrated into the report (2).

For a more secure Excellence, the student could have provided further justifications, such as the consequences of not keeping accurate records of payments and ledgers (3).

For Merit, the student needs to demonstrate in-depth understanding of an accounts receivable subsystem for an entity.

This involves:

• processing detailed financial information for the entity’s accounts receivable subsystem
• explaining elements of the entity’s accounts receivable subsystem.

Complex financial information has been accurately processed for the entity Aladdin’s Toys, and this processing has been completed to Excellence level.

The student has explained the accounts receivable subsystem, providing reasons for why certain systems are in place (1).

Transactions have been integrated into explanations (2).

While the processing of financial information is at Excellence, this standard sits within the systems cell on the Accounting Matrix, therefore discussion of the accounts receivable subsystem elements carries greater weighting in determining the grade.

To reach Excellence, further justification is required. For example, the student could explain the consequence of a procedure, such as what Aladdin’s Toys could do if the accounts receivable subsidiary ledgers and the accounts receivable control account do not equal, or the consequences of not keeping accurate records.

For Merit, the student needs to demonstrate in-depth understanding of an accounts receivable subsystem for an entity.

This involves:

• processing detailed financial information for the entity’s accounts receivable subsystem
• explaining elements of the entity’s accounts receivable subsystem.

The student has accurately processed detailed financial information for Floral Supplies.

Some elements of the accounts receivable subsystem have been explained, such as stopping credit to slow paying debtors.

There are some links to the processing (1).

For a more secure Merit, the student could include reasons in their explanations for why procedures are necessary and how they help the entity to manage accounts receivable. The student could also use further transactions within these explanations.

For Achieved, the student needs to demonstrate understanding of an accounts receivable subsystem for an entity.

This involves:

• processing financial information for the entity’s accounts receivable subsystem
• describing elements of the entity’s accounts receivable subsystem.

The student has processed financial information for Stoneworld.

Elements of the accounts receivable subsystem have been described (1). There is some description of how the elements help Stoneworld recover debts.

One description has been enhanced by reference to processing (2).

To reach Merit, the student could provide a full explanation of each procedure, for example, the student could explain why credit checks would ensure credit customers pay on time. The student could also use further transactions within descriptions.

For Achieved, the student needs to demonstrate understanding of an accounts receivable subsystem for an entity.

This involves:

• processing financial information for the entity’s accounts receivable subsystem
• describing elements of the entity’s accounts receivable subsystem.

Detailed financial information has been processed for Wellington Wholesalers.

The student has described elements of the accounts receivable subsystem, with some indication of why Wellington Wholesalers use them (1).

The student has referred to an aspect of processing to strengthen a description (2).

For a more secure Achieved, the student could describe why the credit checking element is used, and ensure that descriptions of elements are placed in the context of Wellington Wholesalers.

For Achieved, the student needs to demonstrate understanding of an accounts receivable subsystem for an entity.

This involves:

• processing financial information for the entity’s accounts receivable subsystem
• describing elements of the entity’s accounts receivable subsystem.

Financial information has been processed for the entity Switched-On.

The student has provided generic statements about elements of an accounts receivable subsystem (1).

One element has been described in the context of Switched-On (2).

To reach Achieved, the student could expand descriptions to reflect on actual practice within Switched-On, for example, what has credit checking actually allowed Lani to do within the business? The student could also describe why processes occur and how they link to the objectives of the subsystem.