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IES 6 - Assessment of Professional Competence

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IESs Implementation Support Presentation by IAESB Staff, April 2015

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IES 6 - Assessment of Professional Competence

  1. 1. Page 1 | Confidential and Proprietary Information IES 6, Initial Professional Development – Assessment of Professional Competence (Revised) IES Implementation Support Material Prepared by: IAESB staff April 2015
  2. 2. Page 2 | Confidential and Proprietary Information Overview of Presentation IES 6, Initial Professional Development – Assessment of Professional Competence (Revised)  Introduction  Scope: Who? What? When? Why?  Objective:  IES 6 establishes the assessment of professional competence that is needed to perform a role as a professional accountant  Requirements & Explanatory Material:  Formally assess whether aspiring professional accountants have achieved an appropriate level of professional competence by the end of IPD
  3. 3. Page 3 | Confidential and Proprietary Information Overview of Presentation IES 6, Initial Professional Development – Assessment of Professional Competence (Revised)  Requirements & Explanatory Material:  Design assessment activities that have high levels of reliability, validity, equity, transparency, and sufficiency  Base the assessment of professional competence on verifiable evidence
  4. 4. Page 4 | Confidential and Proprietary Information Introduction - Scope IES 6, Initial Professional Development – Assessment of Professional Competence (Revised) What?  Prescribes the assessment of professional competence practical experience required by the end of initial professional development Who?  Targets IFAC member bodies, helpful to accountants, providers, employers, regulators, and government authorities When?  Effective date: July 1, 2015 Why?  To protect the public interest by prescribing requirements to assess the professional competence required to perform a role as a professional accountant.
  5. 5. Page 5 | Confidential and Proprietary Information Objective IES 6, Initial Professional Development – Assessment of Professional Competence (Revised) IES 6 establishes the assessment requirements for professional competence  Establishing assessment requirements serves to  Protect the public interest & enhance the credibility of the accountancy profession  Ensure competence expected by the public, employers, and clients  Ensure competent professional service is received by clients, employers and other stakeholders  Requiring assessment activities to be achieved by the end of IPD to  Perform a role as a professional accountant
  6. 6. Page 6 | Confidential and Proprietary Information Requirements IES 6, Initial Professional Development – Assessment of Professional Competence (Revised) Formally assess by the end of IPD whether an appropriate level of professional competence has been achieved  Draw on outcomes of one or more assessment activities  Configuration of assessment activities may vary  Examples include: single multi-disciplinary examination, series of examinations of specific areas, series of examinations and workplace assessments  Select of assessment activities  Assess specific areas of professional competence  Match particular aspect of professional competence  Depend on factors specific to each IFAC member body
  7. 7. Page 7 | Confidential and Proprietary Information Requirements IES 6, Initial Professional Development – Assessment of Professional Competence (Revised)  Determine an appropriate level of professional competence by  Complexity and variety of tasks  Expectations of stakeholders  Specialized knowledge required in particular industries  Level of professional judgment  Varied roles assumed  Complexity of working environment
  8. 8. Page 8 | Confidential and Proprietary Information Requirements IES 6, Initial Professional Development – Assessment of Professional Competence (Revised) Design assessment activities that have high levels of  Reliability  If they produce the same result given the same set of circumstances  Can be increased by avoiding ambiguous wording in exam questions; undertaking internal or external review of content; selecting assessors who have comparable levels of ability and providing suitable training  Validity  If they measure what they are intended to measure  Forms of validity: face, predictive, and content  Can be increased by including a comprehensive and relevant case study; relying on a workplace assessment; covering more, rather than a few aspects of the particular area of professional competence
  9. 9. Page 9 | Confidential and Proprietary Information Requirements IES 6, Initial Professional Development – Assessment of Professional Competence (Revised) Design assessment activities that have high levels of  Equity  If they are fair and without bias  Can be increased by relying only on computer-based technologies that are available to all; removing assumptions relating to cultural knowledge not commonly shared  Transparency  If details of an assessment are disclosed publicly  Can be increased by making publicly available a statement that explains areas of professional competence, types of assessment activities, timing of assessment activities during IPD; defining clearly the competence framework against which employee’s competence will be assessed; making publicly available information on development, scoring and management of the examination
  10. 10. Page 10 | Confidential and Proprietary Information Requirements IES 6, Initial Professional Development – Assessment of Professional Competence (Revised) Design assessment activities that have high levels of  Sufficiency  If they have balance of depth and breath, knowledge, and application, and combine material form different areas applied to a range of situations and contexts  Can be increased by assessing appropriate coverage of professional competence (breadth) and level of details (depth); and demonstrating professional competence across a wide range of skills and attitudes applied to many situations
  11. 11. Page 11 | Confidential and Proprietary Information Requirements IES 6, Initial Professional Development – Assessment of Professional Competence (Revised) Base the assessment of professional competence on  Verifiable evidence  Is objective, capable of being proven, and stored in written or electronic form  May satisfy needs of third parties who oversee or regulate member bodies and increase confidence of stakeholders  Examples include  Certificates of successful course completion  Recorded outcomes of successful achievement in examination  Records of achievement provided by employers on competence achieved
  12. 12. Page 12 | Confidential and Proprietary Information Copyright © April 2015 by the International Federation of Accountants (IFAC). All rights reserved. Permission is granted to make copies of this work provided that such copies are for use in academic classrooms or for personal use and are not sold or disseminated and provided that each copy bears the following credit line: “Copyright © April 2015 by the International Federation of Accountants (IFAC). All rights reserved. Used with permission of IFAC. Contact permissions@ifac.org for permission to reproduce, store or transmit this document.” Otherwise, written permission from IFAC is required to reproduce, store, transmit, or make other similar uses of this document, except as permitted by law. Contact permissions@ifac.org. Copyright & Permissions IES 6, Initial Professional Development – Assessment of Professional Competence (Revised)

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