Over the past several years, the authors have had conversations with faculty at many institutions and seen varying levels (from none to significant) of coursework and curriculum designed to focus solely on passing the CPA Exam. The other REG sections will be weighted more heavily toward questions evaluating the higher levels of learning-application and analysis.
CPA STUDY MATERIAL 2017 PROFESSIONAL
More importantly, the lower stages of Bloom's Taxonomy, remembering and understanding, will be tested primarily on the questions in the sections for ethics, professional responsibility, and federal tax procedures and business law. Written communication will not be tested on this section. On the new exam, REG will be allotted four hours rather than three and will contain 76 multiple- choice questions and eight or nine task- based simulations. Skills related to those topics-as defined in Bloom's Taxonomy-will be assessed as shown in Exhibit 2. Additionally, this column provides recommendations for how faculty and professionals can work together to ensure that students graduate with the necessary skills to improve their chances of success on the CPA Exam and increase their marketability and on- the- job performance.Īs with the current exam, the revised exam will test taxation topics within the REG section of the CPA Exam. The authors then provide suggestions for what taxation faculty can focus on in the classroom to ensure students understand tax topics and develop necessary skills to be successful on campus, on the CPA Exam, and in an accounting career. This column highlights how the topics and testing will change for the REG section of the 2017 CPA Exam. Successful adaptation to the new exam format will require a significant adjustment of attitudes and techniques currently employed by students learning accounting, as well as attitudes and techniques of instructors teaching accounting. Testing the principles of application and analysis on the new exam will help examiners determine whether a CPA candidate can associate learned elements from various areas in accounting to integrate, make judgments, and draw conclusions to address situations that would be encountered in practice. Preparing students for changes to the exam should be a catalyst for reducing the expectations gap that currently exists between academia and the profession when it comes to the skills important to the success of new accounting graduates (Yu, Churyk, and Chang, "Are Students Ready for Their Future Accounting Careers? Insights From Observed Perception Gaps Among Employers, Interns, and Alumni," 10 Global Perspectives on Accounting Education 1 (2013)). The ability to apply and analyze is more consistent with skills that an employer would expect from a newly licensed CPA, but that ability is not always well-developed with current accounting classroom methods. Exhibit 1 shows the application of Bloom's Taxonomy to the skill framework adopted by the AICPA for the exam. Evaluate and create, the highest levels of the taxonomy, will not be tested on the Regulation (REG) section of the Uniform CPA Examination.
But, according to the AICPA's Practice Analysis Final Report: Maintaining the Relevance of the Uniform CPA Examination (April 4, 2016), the new exam will increase emphasis on the higher levels of Bloom's Taxonomy, such as analysis and application, and reduce emphasis on remembering and understanding.
The current CPA Exam was designed to focus on basic remembering and understanding, the lowest levels of learning in Bloom's Taxonomy, and application. Significant changes are coming to the CPA Exam in April.
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