MODULE BOOK

PROBLEM BASED LEARNING

DATA ANALYTICS FOR ACCOUNTING

Faculty of Economics and Business

Trisakti University
2021/2022

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 MODULE BOOK
PROBLEM BASED LEARNING
ACCOUNTING INFORMATION SYSTEM

Lecturer:

Dr. Idrianita Anis, SE Ak, CA,CPMA, CSRS

Fanny Rahmadytia, MSc

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 Table of Content
Page

1. Introduction…………………………………………………… 4
2. Main Objectives…………………………………………….. 4
3. Structure of organization…………………………………….. 3
3.1. Problem based learning…………………………………... 4
3,2, Interactive Lecture………………………………………. 4
3.3. Quiz………………………………………………………. 5
3.4. Reference………………………….………………………. 5
3.5. Schedule…………………………………………………… 6
4. Project or Module Assigment ………………………………… 7
5. Project or Module Evaluation ……………………………… 9
6. Assestment and Awarding Point …………………………… 9
6.1. Participation and Class Discussion………………………. 8
6.2. PBL Task and Presentation……………………………… 9
6.3. Quiz……………………………………………………... 9
6.5. Project or Module Assignment……………………………. 9
6.6. Evaluation Sheet …………..……………………………... 11
7. Reference………………………………………………………. 11
8. PBL Task………………………………………………………. 12

Discussion : Accounting Information System, Technology and Data Analitycs in

Accounting and Business
TASK1. Data Analytic in Accounting and Business
TASK 2. Data Preparation and Cleaning
TASK 3. Modeling and Evaluation
TASK 4: Using Visualizations and Summaries to Share Result with Stakeholder
TASK 5: Financial Statement Analytics
TASK 6: Entity Relationship Diagram
TASK 7: RDBMS using Microsoft Access
TASK 8: Data Maniputation Language using Microsoft Access
TASK 9: Visualization of Data Analitics using Tableau Public (1)
TASK 10: Visualization of Data Analytic using Tableau Public (2)

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1. Introduction

Data analysis for accounting course is intended to provide a basic

understanding of data analysis for accounting and business decision-making
purposes. In this course, the basic concepts of data analysis and the necessary tools
will be introduced, which will be used to provide useful information for accounting
professionals.
In the revolution 4.0 era, organizations face the phenomenon of much data.
There is a need for human resources that can assist in sorting and processing data
to become information that creates value for decision-making. The ability to
analyze data is very important for business professionals. In accounting profession
data analitic skill needed by analytic-minded accountant.
The role of accountants is not only as a party that provides accurate
financial reports for the organization. Accountants also play a role in ensuring that
business processes run effectively and efficiently, protect company assets, and
ensure that they follow implementation within and outside the organization. For
this reason, accountants must know the business processes in the organization and
how data is created, collected, stored, and accessed in business processes.
Accountants must also ensure that data resources are well controlled so that the
data is of good quality. In addition, accountants must be able to use data resources
to solve routine and non-routine problems in business. For this reason, expert data
analysis is needed by accountants.
In this course, you will learn how to analyze data appropriately to improve
business performance. Several data analysis software packages frequently used by
organizations such as MS Access, Excel, and Tableau will be studied in this course.

This modul will learn the following topics;

1) Data analitic in accounting and business
2) Data preparation and cleaning
3) Modeling and Evaluation: going from defining business problem and data
understanding to analyzing data and answering question
4) Visualization: using visualization and summaries to share the result with
stakeholders
5) Financial statement analitics

2. Objectives

After studying data analysis for accounting, the student ar expected to have data
analitic skill that will support analytic-minded accountant. While accountants do not
need to become data scientist, they must know how to do following:

a. Clearly articulate the business problem the company is facing,

b. Communicate with the data scientists about specific data needs and understand
the underlying quality of the data.
c. Draw appropriate conclusions to the business problem based on the data and
make recommendations on a timely basis.

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 d. Present their results to individual members of management (CEOs, audit
managers, etc.) in an accessible manner to each member.

3. Structure and Organization

This module has an overall theme ―Data Analytic for Accounting‖. The
sequence of session will be running in interactive way, which will lead to 7 analytical
skills that analytic-minded accountant should be able to: i) recognize when and how
data analytics can address business questions, ii) comprehend the process needed to
clean and prepare the data before analysis, iii) recognize what is meant by data quality,
be it completeness, reliability, or validity, iv) perform basic analysis to understand the
quality of the underlying data and its ability to address the business question, v)
demonstrate ability to sort, rearrange, merge and reconfigure data in a manner that
allows enhanced analysis, vi) Identify and implement an approach that will use
statistical data analysis to draw conclusions and make recommendations on a timely
basis, vii) report results of analysis in an accessible way to each varied decision maker
and his or her specific needs.

There main educational activities in the module include:

a. PBLclass
b. Interactive/supportive lectures:
c. Quizes
d. Mid-term test
e. Module assignment /project consultancy

3.1. Problem Based Learning

Problem Based Learning is the method that will be used to deliver the
knowledge to the students. There two main activities that should be follow by the entire
student:
a. Active participation in discussion of the tasks
b. Prepare report of the tasks.

3.2. Interactive Lectures

When begin the new topic, lecturer will explain the theories about the topic and
give examples. Students are required to be active and critical as long as this session.
This session will be useful to PBL session to discuss the tasks. The organization of the
lectures is as follows:

3.3. Quiz
Quiz is a kind of short test that will be held 2 times during the module. It
consists of one or two short exercises/mini-cases or a number of theoretical questions,
or the combination of the two.

3.4. Reference :

 Richardson, Vernon. 2015. Data Analytic for Accounting. McGraw Hill (RICH)
th
 Romney, Marshal., Steinbart, “Accounting Information System”, 13 edition,
Pearson Education Limited, 2015 (ROM).

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  Additional:
 Salgues, Bruno (2018), Society 5.0 – Industry of The Future, Technologies,
Methods and Tools, Volume 1, John Wiley & Sons, Inc. (SALGUES)

3.5. Schedule

The organization of the interactive lectures, PBL, and quizzes are as follows:

Wk. Ses. Chp. Interactive Lectures Start Report Tutor

(Rom) PBL Task PBL Task
I 1 RICH 1 Learning contract Lecture IA
ROM1 Accounting Information System, Contract
Technology and Data Analytics
Discussio
in Accounting and Business as
n task
holistic approach
II 2 RICH 1  Data analitic in accounting and Task 1 IA
business
III 3 RICH 2  Data preparation and cleaning Task 1 IA
Task 2
IV 4 RICH 3  Modelling and Evaluation: Task 3 Task 2 IA
Going from defining business
V 5 RICH 4  Visualization: Using Task 4 Task 3 IA
visualization and summaries to Progress
share result with stakeholders Report 1*
VI 6 RICH 5  Financial reporting, moderen and Task 5 Task 4 IA
continues auditing
VII 7  Quiz Task 5 IA
 Wrap - up
VIII 8  MID TERM TEST
IX 9 ROM 17  Entity Relationship Diagram IA &
Task 6 FR
X 10 ROM 18  Relational Database – Database Task 7
ROM 19 management System (RDBMS) Task 6
using Ms Access Progress
Report
2**
XI 11 ROM 18  Data Manipulation Language in Task 8 Task 7 IA &
ROM 19 RDBMS FR
XII 12 RICH 4  Visualisation of data analytics – Task 9 Task 8 IA &
using Tableu I FR

XIII 13 RICH 4  Visualisation of data analytics – Task 10 Task 9 IA &

using Tableu II Progress FR
Report
3***
XIV 14  Wrap up discussion Task 10 IA &
FR
XV 15  Project/Module Assigment
Presentation 1
XVI 16  Project/Module Assignment
Presentation2

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Notes:
Your progress in project or modul assignment will be monitored by progress report submission
according to schedule. Lecture as fasilitator will give feedback for improvement of the report until
all group achieve optimal progress.
o Progress Report 1* at week V; the report expected to be 25% - 50% finished
o Progress Report 2** at week X; the report expected to be 50% - 75% finished
o Progress Report 3*** at week XI; the report expected to be 75% - 100% finished

4. Project or Module Assignment

At the end of the semester, each group should make a project/module assignment. The
Project assignment can be in the form of a real business case or a hypothetical case of
RDBMS and Data Analytics for Accounting. Projects assignment could be a real case
e.g., designing sales and purchasing information systems, hospital information systems,
inventory information systems, etc; in contrast, the module assignment could be a
hypothetical case that is designed following the literature of business operational
activities

Project/module assignment requires a lot of self-study activity. Students need to make

project/ module assignment planning. It is wise to start as soon as possible with the
assignment. There should be adequate supporting literature and consultancy to help to
cope with problems during the assignment. The consultancy allows you to get feedback
for the drafts of the assignments. The deadline for the assignment is week 15.

The following is an EXAMPLE OF PROJECT / MODULE ASSIGNMENT.

=============================================================

Your university hires you to implement a database system for the library network. You
have interviewed several librarians, and the following summarizes these discussions:

o The library’s main goal is to provide students and professors with access to books
and other publications. The library, therefore, maintains an extensive collection of
materials that are available to anyone with a valid university identification card.

o The standard procedure for lending materials is that the student or faculty member
comes to one of the three campus libraries and locates the book or journal on the
shelves.

Each book is assigned three unique numbers. First, the book is assigned a number by
the publisher, called the International Standard Book Number (ISBN). This number
allows the publishers to track each title, and the number changes with each new edition.
The second number is the Dewey decimal number, which is assigned to the title and
written on the outside spine of the book. This number is used to organize the library
shelves and is thus helpful to the students and faculty. It is therefore critical that this
number be available to users on the online inquiry screens. The last number is a
university book ID number. A different number is assigned to every book that is
received so the library can track all copies of each book. This number is different from
the other two numbers such that if the library has three copies of one book, each will
have a unique university book ID number.

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o When students or faculty check out books, the system must be able to track the
specific copy that is being borrowed. Each book has a magnetic strip inserted in its
spine, which is used as a security measure. If someone tries to take a book without
checking it out, an alarm sounds.

o In general, students and faculty have equal clout in the library. Both are able to
check out most books and to check out several books at one time. No one is allowed
to remove periodicals from any library. The length of time that the book may be
borrowed varies, however, depending on who checks it out. Students are allowed to
check out a book for several weeks; faculty may borrow books for several months.

When patrons check out books, they take their materials to the circulation desk. At that
time, the librarian scans in each item’s university book ID number and the borrower’s
ID number. The system records a separate loan event for each book being checked out,
assigning each a separate loan number. At this time, each book’s due date is calculated
and marked on a slip located inside each book’s front cover. Simultaneously, the
magnetic strip is deactivated so the book may be removed from the library.

 After borrowers check out a book, they are expected to return it by its due date. In
reality, everyone is allowed 30 days after the due date recorded on the checkout slip
before the book is officially overdue. At that point, the book must be returned, and
the borrower is assessed a $10 fine. If the book is permanently lost, then the
borrower is fined $75 for the book’s replacement. All fines must be paid in cash, in
full. Students are not allowed to enroll for subsequent semesters until all library
fines are paid; they also do not receive a diploma until all library fines are paid.
Faculty must pay all outstanding fines by June 30 of each year.
 When a book is returned, the return must be entered into the system, and a unique
return number is used to log the transaction. At that time, the loan record is updated
to show that the book has been returned.

The following attributes have been identified as critical for the new system:

University book ID Borrower phone number Type of borrower (faculty

Book publisher Cash account number of student)
Due date Librarian name Librarian colledge degree
Checkout date Book status (on the shelf or Actual return date
Borrower date checked out) Borrower ID
Book title Borrower’s fine balance Library ID
Fine receipt number owed Library borrowed from
Amount received ISSN number Librarian number
Library name Book return number Account balance
Amount of fine Dewey decimal number Total number of books in a
Default library where Borrower address specific library
Book is shelved Book copyright date Loan status (still
Borrower e-mail address outstanding and return)
Author name.

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==============================================================
5. Project or Module Evaluation

At the end of this module, a final module evaluation and reflection will be held. You, as
a student play a very important role, since this is your chance to be critical and give
your point of view of this module. The remarks will be used to review and possibly
restructure module. The tools for this evaluation will be explained in the end part of this
module.

6. Assessment and Awarding of Points

The assessment of students attending the module Accounting Information Systems 1

consist of four parts:
 Mid Term Exam : 25 points
 Module Assignment (Modas) : 30 points
 Quiz : 15 points
 PBL Tasks & Presentation : 20 points
 Participation & class discussion : 10 points
------------------
Total : 100 points

Each of these parts is described below:

6.1. Participation & class discussion

The first part of the participation assessment is a continuous one. During most of
the scheduled classroom activities, the students should be demonstrating that they are
well prepared and should actively participate. During the PBL sessions and the
interactive lectures the teaching staff will assess the knowledge, skills and professional
attitude of the students, related to the learning process and the group process.

In the interactive/supportive lectures class participation and discussion, you need

to fulfill the requirements as follows to get maximum 10 points:
 Present,
 In time,
 Well prepared as agreed upon during the previous lecture,
 Able to summarize at the end of the lecture the knowledge related to the main
objectives of the interactive lecture by active note taking and questioning during the
lecture.

An important rule is: You will only get active participation points if you do not
miss more than 4 of the interactive/supportive lectures and class discussions involved.

6.2. PBL Task and Presentation

You will get PBL task and presentation points, which are maximum 20 points, if
you are:
 Present,

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 In time,
 Actively participating during the steps in problem solving process,
 Well prepared for the report phase and presentation. You demonstrate during last
step of problem solving process, that you are mastering most of the learning
objectives of the PBL-task by doing your self study activities as agreed upon during
the previous PBL session.

No points will be awarded for module assignment consultancy lectures/hours.

6.3. Quiz

Quiz will be held 2 times during the module. The first quiz will be held at
session 7, the 2nd quiz in session 13. You will get maximum of 15 points for these short
tests.

6.4. Mid-term exam

The mid of module test will be held at the mid of the semester (week 8). It will
consist of (more/less) 15 true/false items, 3-5 essay theoretical questions, and 1-3
case/problem, assessing the knowledge and the skills you have gained during your
learning activities in order to demonstrate how you are mastering the objectives of the
PBL sessions and the interactive lectures. You will get maximum 25 points from this
mid-term examination.

6.5. Project or Module Assignment (Modas)

The project of Module Assignment (Modas) is going to be assessed in the final

week of the module (week 16). All of the group should present their analysis to the
class. You will get maximum 30 points from this assignment.

The module assignment is generally graded on two parts: group paper and oral
presentation. In details, each of these parts is described below.

6.6. Evaluation sheets for Modas:

Module Assignments
Accounting Information Systems
Evaluation Sheets
Please fill in the following and attach a copy of this sheet to your
module assignments

Group Name/Number
Student Names
ID Number of Students
Title of The Assignment
Tutor Name
Criteria Maximum Awarded
The students have provided a resume of the case 0 – 10

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The students have analyzed the vision and mission of the 0 – 10
RIM, included the recommendation if any.
The students have evaluated the opportunities and threats of 0 – 15
the RIM
The students have evaluated the strengths and weaknesses of 0 – 15
the RIM
The students have evaluated the previous strategies 0 – 10
implemented in the company
The students have analyzed the strategic choices for the 0 – 10
company using strategic analysis tools (i.e. TOWS Matrix,
Grand Strategy Matrix, BCG Matrix)
The students have recommended strategies will be 0 – 15
implemented in the ―new RIM‖
The students have provided most important plans/activities 0 – 15
needed for the implementation of the strategies
Total 100

Evaluation sheets for modas presentation:

Assessment Assessment Sub- Max. Act (Students)
Category Category Points
Content (30) Coverage 10
Level of detail 10
Relevancy 10
Quality (30) Depth of 10
understanding
Depth of analysis 10
Quality of answer 10
Visual Aid Tools of presentation 5
(10) Other presentation 5
materials
Performance Presentation 10
(30) performance
Choice of word 10
Self confidence 10
Total Mark 100

Further comments:
……………………………………………………………………………………….……
……………………………………………………………………………………………
………………………………………………………………....................

7. Literature

 Richardson, Vernon. 2015. Data Analytic for Accounting. McGraw Hill (DAA)
th
 Romney, Marshal., Steinbart, “Accounting Information System”, 13 edition,
Pearson Education Limited, 2015 (ROM).

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8. PBL Tasks

DISCUSSION
Accounting Information System, Technology and Data Analitycs in
Accounting and Business

Big Data is creating significant new opportunities for organizations to derive

value and create competitive advantage from their most valuable asset: information. For
businesses, Big Data helps to drive efficiency, quality, and personalized products and
services, producing improved levels of customer satisfaction and profit. For scientific
efforts, Big Data analytics enable new avenues of investigation with potentially richer
results and deeper insights than previously available. In many cases, Big Data analytics
integrate structured and unstructured data with real-time feeds and queries, opening new
paths to innovation and insight.
Data Analytics is changing the business world—data simply surrounds us! With
so much data available about each of us (i.e., how we shop, what we read, what we buy,
what music we listen to, where we travel, whom we trust, etc.), arguably, there is the
potential for analyzing those data in a way that can answer fundamental business and
accounting questions and create value.

Required:
1) In your opinion, in what ways does Big Data provide value to businesses?
2) Explain the characteristic of Big Data

TASK 1
Data Analytic in Accounting and Business

Data analytic is a process of evaluating data with the purpose of drawing

conclusions to address business questions. It involves the technologies, systems,
practices, methodologies, databases, statistics, and applications used to analyze diverse
business data to give organizations the information they need to make sound and timely
business decisions. Aims to transform raw data into knowledge to create value.
Companies use Data Analytics to discover the various buying patterns of their
customers, investigate anomalies that were not predicted, forecast future possibilities,
and so on. Patterns discovered from past archives enable businesses to identify
opportunities and risks and better plan for the future.
Studies show that Data Analytics affects internal processes, improving
productivity, utilization, and growth. In PwC’s 18th Annual Global CEO Survey show
that, 85 percent of chief executive officers (CEOs) say they find it important to put a
high value on Data Analytics.

Required:
1) What is the meaning of ―high value‖ of Data Analytics?
2) In some literature stated that Data Analityc have dramatic effects on Auditing,
financial reporting and taxatiton. Do you agree with this statement ? In what way?

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 TASK 2
Data Preparation and Cleaning

Mastering the data requires a firm understanding of what data are available and
where they are stored, as well as being skilled in the process of extracting, transforming,
and loading (ETL) the data in preparation for data analysis. In addition, a basic
understanding of accounting processes and its associated data, how those data are
organized, can help you request the right data and facilitate that request so that you
know exactly where each piece of data is held. While it is often preferred to analyze
data from a flat file, when it comes to storing data and maintaining data integrity, a
relational database is preferred because of its ability to maintain ―one version of the
truth‖ across multiple data elements.

Required:
What is the main difference between a flat file and a relational database. Why is
relational database preferred in terms of data management capabilities (extracting,
transforming, loading).

TASK 3
Modeling and Evaluation

The third step of the IMPACT cycle model, is ―performing test plan.‖. How are
we going to test or analyze the data to answer the question, and which data analytics
approaches or techniques are appropriate to address our business questions. The target is
an expected attribute or value that we want to evaluate. A class is a manually assigned
category applied to a record based on an event. A pictorial or graphic representation of
key concepts it shows the relationship between various types of variables.

There are numerous models to choose when evaluating a given set of data. The
choice of model depends on the desired outcome of the business question. There are
eight models: (i) classification, (ii) regression, (iii) similarity matching, (iv) clustering,
(v) co-occurrence grouping, (vi) profiling, (vii) link prediction and (viii) data reduction

Required:
What are the function of each model? Give example.

TASK 4
Using Visualizations and Summaries to Share Result with Stakeholders

Communicating results of data analityc is more art than science. The goals
should always be to share critical information with stakeholders in a clear, concise
manner. Determining the method for communicating your results requires the answers
to two questions: 1. Are you explaining the results of previously done analysis, or are
you exploring the data through the visualization? (Is your purpose declarative or
exploratory?) 2) What type of data is being visualized (conceptual, qualitative data or
data-driven, quantitative data)?

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Required:
1) What is meant by declarative and exploratory purpose visualization?
2) What is meant by visualization aimed at conceptual, qualitative and exploratory
data?

TASK 5
Financial Statement Analytics

XBRL is a global standard for Internet communication among businesses.

XBRL stands for eXtensible Business Reporting Language and is a type of XML
(extensible markup language) used for organizing and defining financial elements. By
each company providing tags for each piece of its financial data, XBRL data can be
computer readable and immediately available for each type of financial statement user,
be they financial analysts, investors, or lenders, for their own specific use.

As of June 2011, the Securities and Exchange Commission requires all public
company to prepare their financial statements in accordance with IFRS, which includes
tagging five basic financial statements: balance sheet, income statement, statement of
comprehensive income, statement of cash flows, statement of stockholders’ equity
XBRL uses a taxonomy to help define and describe each key data element (like cash or
accounts payable)

Required:
1) Describe how XBRL tags financial reporting data
2) Understand how different types of ratio analysis can be facilitated by XBRL
3) Explain how to create and read visualizations of financial statement data
a. Describe the value of text mining and sentiment analysis of financial
reporting

TASK 6
Entity Relationship Diagram
PT XYZ, a distribution company, plans to develop a new system that can help
them in handling their sales activities. Their main goal is to track sales performance
such as which products sold most; very active customers; gross sales for months, etc.
For that reason, a good database design is a must before heading to system
development.

Entity Relationship Diagram (ERD) is a reliable tool to develop database design.

Most RDBMS-based systems are developed using it. As a system consultant for PT
XYZ, you have been given the task to design a database using ERD.

Required:
1) Explain the concept of RDBMS as data storage.
2) There are three types of the column in RDBMS. Primary key, foreign key, and
descriptive column. Explain each of them in detail
3) What is normalization in a database?
4) Create an ERD which meets PT XYZ requirements. Make sure the design has at
least order, customer, and product tables in it.

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 TASK 7
RDBMS using Microsoft Access

Due to its urgency and before a move to a more sophisticated RDBMS software,
PT XYZ decides to use Microsoft Access. As an entry-level RDBMS application,
Microsoft Access is a good choice for a beginner or someone who wants to try RDBMS
for the first time.

Based on ERD you have created from the previous task, you have been asked to
implement it into Microsoft Access.

Required:
1) Prepare Microsoft Access on your computer
2) Create a new database in Microsoft Access.
3) Create tables and relations based on ERD you have designed
4) Develop required forms in the database for data entry

TASK 8
Data Maniputation Language using Microsoft Access

PT XYZ wants to test the database. For that, they give you another assignment which is
to populate the database. Three months of transactions data from the five most active
customers data are selected.

Required:
1) Create five customers’ master data
2) Create at least 5 products’ master data
3) Create transaction data for the last 3 months
4) Manipulate the data with CRUD functionality

TASK 9
Visualization of Data Analitics using Tableau Public (1)

The last task which PT XYZ needs you to work with is to visualize the
performance of the company based on the data collected from previous steps. For that, a
business intelligence application is needed.
Before the visualization process started, PT XYZ decides to try Tableau Public.
They want to see Tableau's general functionality first before purchasing the commercial
version. And as usual, you are assigned to this task.

Required:
1) What is business intelligence?
2) What is the difference between business intelligence and data science?
3) Prepare Tableau Public account and connect it to your Microsoft Access
database

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 TASK 10
Visualization of Data Analytic using Tableau Public (2)

The final task is to configure Tableau Public so it can present the visualization
of the company’s sales performance to PT XYZ’s board of directors. To achieve the
best result, the selection of charts and the way to communicate them to the audience
must be considered.

Required:
1) Based on the visualization chapter, create a dashboard that consists of several
charts
2) These charts must be able to visualize the condition of the company
3) Present your dashboard to the audience

9. Evaluations Instruments

9.1. Evaluation of PBL Sessions

Instructions:
 Complete the chosen questionnaire individually by circling one of the numbers 1
– 5. If you circle number 1 means that you totally disagree with the statement. If
you circle number 5 means that you fully agree with the statement.
 Write down on a piece of paper, the letter of the question (A, B, etc.) and your
reaction. When everybody is finished, the different reactions can be written on
the board and the most striking results can be discussed.

1. How hard do we actually work?

A 1 2 3 4 5 I spend enough time studying the learning objectives

B 1 2 3 4 5 If I cannot find something directly, I wait for the others in the
PBL-group give the answer.
C 1 2 3 4 5 I am always well prepared for the PBL-sessions
D 1 2 3 4 5 In this group, we are too quickly satisfied with a certain
solution or explanation
E 1 2 3 4 5 I think that other groups have already done more
F 1 2 3 4 5 I am learning a lot from the contribution of other group
members
G 1 2 3 4 5 This is a productive PBL-group
H 1 2 3 4 5 The progress of this group is enhanced by all group members

2. How do we work at the tasks?

A 1 2 3 4 5 We work with a clear agenda in this group

B 1 2 3 4 5 The items on the agenda are truly finished in this group
C 1 2 3 4 5 Everybody in this group sticks to what is agreed
D 1 2 3 4 5 Analyzing a new task often happens too superficially
E 1 2 3 4 5 In this group, clear learning objectives are formulated

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F 1 2 3 4 5 The PBL-sessions about the learning objectives add little to
what I already know
G 1 2 3 4 5 This group often strays from the subject
H 1 2 3 4 5 The decision-making process works well in this group

3. How is the co-operation in this group?

A 1 2 3 4 5 In this group, people listen well each other

B 1 2 3 4 5 I can give my opinion in this group
C 1 2 3 4 5 In this group, we have confidence in each other’s
contributions
D 1 2 3 4 5 Ideas of a few group members are followed to easily in this
group
E 1 2 3 4 5 I feel comfortable in this group
F 1 2 3 4 5 In this group, I am stimulated and motivated by other group
members
G 1 2 3 4 5 In this group, people are prepared to solve contradictions
H 1 2 3 4 5 People in this group are open to different views

4. The offered learning materials

A 1 2 3 4 5 The module book has a clear structure

B 1 2 3 4 5 The tasks stimulate discussion
C 1 2 3 4 5 The module book offers sufficient opportunities for
repetition and application
D 1 2 3 4 5 The module book varies in its structure and content
E 1 2 3 4 5 The tasks challenge me to further study and analysis
F 1 2 3 4 5 The tasks offer me sufficient opportunities to develop my
own initiatives
G 1 2 3 4 5 The construction of the module book gives me the feeling
that I have insight into the important subjects of this block
H 1 2 3 4 5 With the help of books and other learning materials, I can
work well on the learning objectives

5. The tutor

A 1 2 3 4 5 The tutor stimulate the discussion in the PBL-group

B 1 2 3 4 5 The tutor helps us to connect ideas with each other
C 1 2 3 4 5 The tutor is good in describing the way we work together
D 1 2 3 4 5 The tutor directs our thinking on the subjects in the module
book and especially the subjects in the PBL tasks
E 1 2 3 4 5 The tutor leaves us too much to our own devices
F 1 2 3 4 5 The tutor explains so much that I myself am left doing less
than usual

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 G 1 2 3 4 5 The tutor offers different alternatives to choose from
H 1 2 3 4 5 The tutor builds upon our knowledge of the subject

6. The chairman

A 1 2 3 4 5 The chairman kept him/herself to the agenda

B 1 2 3 4 5 The chairman stimulated the group to make clear choices
C 1 2 3 4 5 The chairman gave a summary regularly
D 1 2 3 4 5 The chairman prevented us from straying from the subject
E 1 2 3 4 5 The chairman dominated the discussion
F 1 2 3 4 5 The chairman paid too little attention to the contribution of
every group member
G 1 2 3 4 5 The chairman took care that the group followed a clear
procedure when handling the problems
H 1 2 3 4 5 The chairman took care that the group formulated clear
learning objectives

7. Summaries

A 1 2 3 4 5 The summaries were too short

B 1 2 3 4 5 The summaries reflected the different opinions
C 1 2 3 4 5 The moments at which summaries were given, were chosen
well
D 1 2 3 4 5 The summaries were supported by visual resources
E 1 2 3 4 5 The summaries gave direction to the discussion
F 1 2 3 4 5 The summaries were accurate
G 1 2 3 4 5 The session would have been more productive if a summary
was given more often
H 1 2 3 4 5 After a summary, the group had the opportunity to give
supplementary information

9.2. Open Group Evaluation

Module name :
Module Period :
Group :
Tutor :

By means of this form, you have the possibility to make a number of remarks or
suggestions to improve this module. We will use the information to alter this module
where necessary, so the students following in your footsteps will benefit from your
honest opinion. In addition, we would value the information ourselves because it gives
us an opportunity to construct modules in accordance to your needs. If there is not
enough space, please feel free to use the back of this form.

Organization of the module: ………………………………………………………….

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Interactive lectures:……………………………………………………………………
Literature:……………………………………………………………………………..
Module assignment:……………………………………………………………………
Tutor: ………………………………………………………………………………….
Group:…………………………………………………………………………………..
Consultancy hours: ………………………………………………………………………
PBL-tasks:
Task 1:
Task 2:
Task 3:
Task 4:
Task 5:
Task 6:
Task 7:
Task 8:
Other remarks: ………………………………………………………………………….

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