Association of Accounting Technicians

Portfolio Building

1

Introduction

Why do I need to build a portfolio?

The easy answer to this question is that it is a vital part of the AAT qualification you are working towards. You cannot achieve the AAT qualification without a portfolio of evidence.

How does building a portfolio benefit you?

Many students believe that the only benefit in building a portfolio is that it allows you to complete your AAT Accounting Qualification.

However, your portfolio displays the areas of work in which you are competent - it allows you not just to tell people what you can do but also show them!

What is an accounting portfolio?

There is nothing mystical or too difficult about a portfolio or how to build one.

A portfolio is a collection of evidence which shows your skills.

It should contain some personal details about:

who you are,

where you work and

the type of job you do.

It should also contain the details of the qualification that you are working towards, and your Student Record.

Next and most importantly it should contain a collection of evidence - examples of the types of work that you have done and that are part of the qualification you are working towards.

What are student record sheets?

These give details of the content of each unit and give guidance on the construction of your portfolio.

You will be given a copy of the relevant SRC for your portfolio, but they can also be printed from:

AAT SRC Foundation

What are assessments?

Assessments are the way in which you demonstrate your ability.

The AAT uses two types of assessment: exams and skill tests.

Skills tests

Which assesses a students competence in applying the skills they have learnt to real situations.

You will usually build a portfolio of evidence as the basis of this assessment.

Skills tests involve factors such as evidence from your workplace, from voluntary activities such as acting as treasurer of a local society or club, or from simulations of real work activities.

Exams

These consist of assessments which are set and marked centrally by the AAT and are designed to assess your knowledge and understanding in key areas of accounting.

Exams take place twice a year, in June and December.

They will usually be three hours long, with an initial fifteen minutes' reading time. Results are available in August and February respectively.

What is evidence?

Evidence is the term used for anything that goes into proving your abilities meet the accounting standards.

It can be in any format, and does not necessarily live in your portfolio - though you must always make reference in your portfolio to what the evidence is, what it proves and where it can be found.

One example is an AAT simulation that you complete - the simulation itself will stay with your assessors but the results will go in your portfolio.

Approved assessment centre

Much of your evidence will come from the AAC you are studying with.

This may include simulations, assignments and projects set by the centre, and records of written and oral questioning by your assessor.

Workplace (paid or voluntary)

Copies of work that you have produced, (with names etc. deleted for confidentiality) sets of accounts, working papers, VAT returns, journals, telephone log, copies of e-mails - in fact, anything that relates to the standards.

Written statements from your colleagues and supervisors which detail your abilities and confirm your use of the skills, as set down in the standards.

Examples of evidence from the workplace

It is not just a case of putting pieces of work, photos, messages …. into your portfolio. You have to let your assessor know what they are, and why they are there, as well as confirming their authenticity, validity, and currency.

This is usually done by means of a storyboard.

 

On the hard shared drive are many information sources. These can only be accessed by authorised people and on site. Sign:Date:

As part of my research into what skills / studies I wanted to gain, I visited the AAT website as well as college websites, including Sutton – which is where I intend to do my studies. I also got a copy of the college prospectus to find out more about the course and college itself. I decided to go to college to do the AAT because I felt that I would learn more this way since not only would I be observing the lecturer and being able to discuss problems with them, but there would also be people around me – my fellow students – who could also help me if I got stuck. Sign: Date:

As part of my research into what skills / studies I wanted to gain, I visited the AAT website as well as college websites, including Sutton – which is where I intend to do my studies. I also got a copy of the college prospectus to find out more about the course and college itself.

I decided to go to college to do the AAT because I felt that I would learn more this way since not only would I be observing the lecturer and being able to discuss problems with them, but there would also be people around me – my fellow students – who could also help me if I got stuck.

Sign:Date:

Evidence for Passwords …….

My computer is password protected in several areas. One is my email sign in.

Passwords are changed when ……… as well as …….. The computer also automatically requires me to change certain passwords at certain times.

Other restricted areas are:

 

I am also aware that organisational procedures require me to log-off my machine whenever I move away from it. The machine also automatically logs off when inactive for 10 minutes.

 

Sign:

Date:

Personal Development Plan

Especially for Foundation students ……

 

This is very useful as evidence towards

APE E3

Why are you on this course?Why this college / study mode? Did you visit the college web site, or use the brochure? Prove it!

Who did you agree it with?Have you bought a textbook and are you going to use it? Photocopy front cover / order form / receiptHave you signed up for pqaccountant magazine, and/or looked at their web site for information? Photocopy front cover / form from internet / internet page

Have you got a study buddy – someone in the group who will collect handouts if you are away, whom you can study with? Put in copy of ‘contract’

Have a look at E3 and see what else could be included to help you gain sufficient evidence ….

Sign:

Date:

 

Any confirming signature(s)? who’s and why

Date:

Testimony evidence

Supervisor testimonies e.g. on how you communicate with customers or your ability to work with computers.

Customer testimony on how you helped resolve problems.

Personal testimony on how you have resolved problems.

Observation Testimony You may require more than one observer to ensure all areas are covered. These can be f rom diff erent ‘sources’ – i.e. workplace and college.

I confirm that I have observed _______________________________________

carry out the following procedures in a safe and competent manner

between ______/_______ 200 and ________/________200

please tick and put date of first observation

Perform initial visual safety checks: on hardware components:

plugs, cables, interfaces

on a stand alone PC on a networked system

Safely power up the computer system

Use password(s) to access the system screen print?

Signed: Date: Position: I confirm that I carried out the above procedures with competence and understanding. Signed: (Candidate) Date:

Personal Statement of Competence I confi rm that I have recently read, understood, and always comply with my organisations

health, saf ety and security requirements and procedures. I also confi rm that I ensure that I am kept up to date with any changes made in the above. (22.1(A))

Hazards that I have identifi ed I will try to, wherever within my authority and can be achieved

safely and completely, correct / put right. I f not, I always ensure that these are reported to the appropriate person and take immediate action to warn other who may be aff ected. (22.1(C) (D)). I n most cases the appropriate person would be ……………………………………………………………………………………….. because ………………………………………………………………………………………………………………………… (22.1 (B) (D) (F) r22.3; 7; 11)

On ……../ ……………/ ………… my organisation carried out an emergency evacuation. I f ollowed the

organisations procedures promptly, calmly and effi ciently. (22.1(E) r22.9; 10) Signed (candidate): Date:

I can confi rm that I have verbally questioned the candidate on random areas of this statement, and can confi rm that the responses were that of a competent individual. Signed (assessor): Date:

Prior learning and achievement

Have you already achieved something that is in the accounting standards?

Let your assessor know, as they may be able to take it into account and use it instead.

For example, have you passed a computerised accounting course or achieved the health and safety unit in another NVQ/SVQ?

You may be able to use this in your current portfolio.

Standards of evidence

Validity

Authenticity

Currency

Sufficiency

Index of evidence

In the "Index of evidence" section of your Student Record, you should list all of the evidence and give each piece a reference number.

You will be able to use the same piece of evidence to prove your competence over different units, elements and performance criteria by referring to the evidence number.

Arrange your portfolio into sections of evidence for each unit of the NVQ/SVQ.

Remember - evidence must be:

•Recent

•Yours

•Two different types for each unit

•Must meet all the standards.

Your responsibilities

It is your responsibility to:

•identify your evidence

•compile your evidence

•present the evidence

•reference it to the standards

Organising, referencing and presenting your evidence, so that it demonstrates your competence, is your responsibility.

You should not expect the assessor to search through files of unreferenced, unorganised paper-work in an effort to establish your competencies.

Assessor responsibilities

Your assessor has a formal responsibility within the quality assurance system.

• agree an assessment plan for each unit with you and review it on a regular basis

•check your evidence for:1. validity

2. authenticity

3. currency,

4. sufficiency,and ask for further evidence if necessary

• provide guidance on how you can obtain the evidence• give you clear, constructive feedback.• help identify your learning needs• support you in portfolio building• help identify sources of evidence.