[GWS CPA]

Cumulative Utilization of each Skill Level

This is a cumulative distribution of the skill levels.

Remembering and Understanding (R&U)
AUD, BEC, FAR, and REG: 100%

Application
AUD: 60%-70%
BEC: 75%-85%
FAR: 80%-90%
REG: 65%-75%

Analysis
AUD: 20%-40%
BEC: 20%-30%
FAR: 25%-35%
REG: 25%-35%

Evaluation
AUD: 5%-15%
BEC, FAR, and REG: none

This was the old version’s cumulative distribution of the skill levels.
AUD, BEC, FAR, and REG: 100% cumulative R&U
AUD, BEC, FAR, and REG: 50% Application
AUD, BEC, FAR, and REG: 0% Analysis, Evaluation, and Creation

The skill levels are stacked to each other; therefore, they are cumulative. One skill level has to be mastered before moving on to the next one.

Candidates have to remember and understand the concepts in order to apply for these concepts. Once candidates have effectively applied these concepts, they can analyze the interrelationships between these concepts and the other concepts, and to find causes between them. Once candidates have analyzed and have successfully found the causes for these concepts, they can evaluate on what they have analyzed to draw conclusions.

Candidates cannot do analysis effectively if they do not apply, understand, or remember the concept.

In the old version, candidates have 100% cumulative R&U and 50% application.

Now in the new version, candidates still have 100% cumulative R&U but they have to use application more extensively (higher than 50% for all sections) than in the old version. In addition, higher level skills after application are added to TBSs to test candidates on their cognitive and critical thinking skills beyond their problem solving skills. As a result, TBSs are more important than MCQs, even though MCQs and TBSs are each worth 50% of the grade. Candidates practice these TBSs and get used to higher skill levels so that they can get comfortable when they are taking the new version.

Bloom’s Taxonomy and Examples on the AUD Topic about “Flow of transactions and design of internal controls”

There are 6 skill levels in Bloom’s Taxonomy and their examples applying to the CPA exam. The examples shown are for the AUD section.

Remembering: recall facts and basic concepts.
Recall on a definition of a walkthrough and the types of tests of the design and implementation of internal controls relevant to an audit of an entity’s financial statements or to an examination of an entity’s internal controls.

Understanding: explain ideas or concepts.
Explain how a walkthrough works and identify tests of internal controls used in a scenario relevant to an audit of an entity’s financial statements or to an examination of an entity’s internal controls.

Application: use information in new situations.
Perform a walkthrough and document the flow of transactions, and perform tests of the design and implementation of internal controls relevant to an audit of an entity’s financial statements or to an examination of an entity’s internal controls.

Analysis: draw connections among ideas.
Identify and document the key controls within the flow of an entity’s transactions relevant to an audit of an entity’s financial statements or to an examination of an entity’s internal controls.

Evaluation: justify a stand or decision.
Evaluate whether internal controls relevant to an audit of an entity’s financial statements or to an examination of an entity’s internal controls are effectively designed and placed in operation.

Creation: produce new or original work.
Develop ideas on improving and modifying ineffective internal controls relevant to an audit of an entity’s financial statements or to an examination of an entity’s internal controls.

Remembering and Understanding skill levels are combined into one.

Creation is not tested in the new version of the CPA exam, so candidates are not worrying about creating something new.

Good Luck for the CPA candidates taking the new version soon.