A total of 394 interactive flashcards were created for a second auditing exam. The cards can be shuffled or flipped so that either the term or definition can be presented. The activity is timed. Cards identified correctly can be placed in a Correct stack, and those answered incorrectly are placed in an Incorrect stack. The cards can be reshuffled and reviewed multiple times.
Review of auditing concepts and terminology. Topics include client acceptance, planning the audit, risk, internal control, audit of cash, audit of accounts receivables, and inventory.
Target Student Population:
College upper division, auditing class.
Prerequisite Knowledge or Skills:
Some knowledge of auditing and its terms.
Type of Material:
Drill and practice.
In class demonstration, review, or as homework
Evaluation and Observation
The content of this large set of flashcards is current and relevant to auditing.
When used for drill and practice, the materials are self-contained.
The flashcards summarize the concepts being studied well.
For the most part the content contained in the flashcards is accruate (see concerns noted below).
Several terms are reviewed by asking questions in multiple ways. While somewhat redundant, this approach is very appropriate to reinforce learning.
Some learners will be hesitant to provide their contact information on an unknown site, which was necessary in order to use the site the first time.
The 22nd card that begins with "prior to the balance sheet date on the flip side, where it says that one can audit assets..." needs the words "begin to" inserted before the word, "audit" for the response to be factual. Since balance sheet numbers are year end amounts, it is the primary period for which the auditor is attesting.
Comments on the last question, which says "An auditor is auditing year 2 of a new client. The auditor did not observe the counting of year 1 ending inventory and has questions about the validity of the year 1 beginning inventory figure. Inventory is material. The auditor will ..." This flashcard has the potential to confuse learners given its answer "be able to issue an unqualified opinion on the ending balance sheet." The question is poorly worded. The response should be clear about the impact of the income statement, however, the question omits this component. The author of the flashcards is trying to reference the context for the type of assurance the auditor can provide. Without knowledge of the subject and clarifications, learners may be misled on this question.
Finally, the sheer number of flashcards provided is a bit overwhelming. It might be better to have several decks of flashcards, categorized by subject area.
Potential Effectiveness as a Teaching Tool
The order of the flashcards is congruent with building on prerequisite knowledge and reinforcing concepts progressively. As a result, use of the flashcards has the potential to be a very effective formative assessment aid. The terms and definitions are shown below the game should instructors wish to review content prior to assigning this tool.
Ease of Use for Both Students and Faculty
The flashcards are a wonderful, interactive, free tool and a most useful service provided to learners. The flashcards are relatively easy to use. The retry feature on the incorrect cards is very effective. Including a breakdown of materials on the site for every question in a text format helps to minimize the weakness discussed in the concerns section below.
No information is provided as to the specific topics included on the s second test. As a result, the instructions really do require greater clarity.
A number of typos (misspellings) exist on some cards.
With such a large deck of flashcards (394 questions), to really review the material and reinforce knowledge on any cards that were presumably flipped to the correct stack, backtracking and reviewing is not possible. The user has to restart the drill and practice session.
If someone mistakenly tags a card as correct, it can't be retrieved from the correct stack. Having a smaller deck of cards by topic would be more beneficial for this particular reason.
Other Issues and Comments:
Wonderful learning tool! Would be improved to have smaller units than 394, organized by topic descriptions. Students that drill and practice these terms and really understand them, will likely learn and retain auditing knowledge.