Explicit reading time in chartered accountancy examinations: perceptions of students and lecturers

Abstract

In 2011, the South African Institute of Chartered Accountants (SAICA) changed the structure of the first qualifying examination to include explicit reading time, during which candidates are given the scenario(s) of the paper without giving them the “Required” section. This paper investigates the perceptions of students and lecturers regarding explicit reading time, specifically focusing on how reading time should be spent and whether the “Required” section should be made available to students during reading time. Most students and lecturers find reading time to be beneficial and/or useful. Both groups think it should be spent reading the scenario and making short annotations. The respondents to the questionnaire also feel that the “Required” section should be made available to students during reading time.

Keywords:

• Explicit Reading Time
• Reading Time
• Initial Test of Competence
• “Required” Section
• Student Perceptions
• Competence
• Assessment
• Professional Education
• Chartered Accountant

Acknowledgements

The authors would like to thank Professor M. Kidd from Stellenbosch University for help with the statistical analysis.