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Copyright © 2014 Pearson Education Chapter 15 Audit Sampling for Tests of Controls and Substantive Tests of Transactions

Completing the Accounting Cycle - Muhariefeffendi's · PDF fileTitle: Completing the Accounting Cycle Author: Hunter Created Date: 8/24/2015 2:36:40 PM

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Copyright © 2014 Pearson Education

Chapter 15

Audit Sampling for

Tests of Controls

and Substantive

Tests of

Transactions

Copyright © 2014 Pearson Education 15-2

Explain the concept of representative

sampling.

Distinguish between statistical and

nonstatistical sampling and between

probabilistic and nonprobabilistic sample

selection.

Select representative samples.

Prepare the post-closing trial balance

Copyright © 2014 Pearson Education 15-3

Define and describe audit sampling for

exception rates.

Use nonstatistical sampling in tests of

controls and substantive tests of

transactions.

Define and describe attributes sampling and

a sampling distribution.

Use attributes sampling in tests of controls

and substantive tests of transactions.

Copyright © 2014 Pearson Education

Explain the concept of

representative sampling.

15-4

1

Copyright © 2014 Pearson Education 15-5

A representative sample is one in which

the characteristics in the sample of audit

interest are approximately the same as

those of the population.

In practice, an auditor can increase the

likelihood of a representative sample by

using care in designing the sampling

process and selection, and evaluating

the results.

Copyright © 2014 Pearson Education 15-6

Sampling risk is the risk that an auditor

reaches an incorrect conclusion because

the sample is not representative of the

population.

Nonsampling risk is the risk that the

Auditor reaches an incorrect conclusion

for any reason not related to sampling risk.

Copyright © 2014 Pearson Education 15-7

Adjust

sample

size

Use

appropriate

sample

selection

method

Sampling Risk Meter

Step 1 Step 2

Copyright © 2014 Pearson Education

Distinguish between statistical and nonstatistical sampling and between probabilistic and

nonprobabilistic sample selection.

15-8

2

Copyright © 2014 Pearson Education 15-9

Similarities of both approaches:

Plan the

sample

Select the

sample and

perform the

tests

Evaluate the

results

Step 1

Step 2

Step 3

Copyright © 2014 Pearson Education 15-10

Differences in approach:

Statistical sampling allows the quantification

of sampling risk in planning the sample (Step 1)

and evaluating the results (Step 3)

In nonstatistical sampling those items that

the auditor believes will provide the most

useful information are selected

Copyright © 2014 Pearson Education 15-11

Probabilistic sample selection is a method of selecting a sample such that each population item has a known probability of being included in the sample.

Nonprobabilistic sample selection is a

method in which the auditor uses professional

judgment rather than probabilistic methods.

Copyright © 2014 Pearson Education 15-12

Nonprobabilistic selection methods:

1. Block sample selection

2. Haphazard sample selection

Copyright © 2014 Pearson Education 15-13

Probabilistic selection methods:

1. Simple random sample selection

2. Systematic sample selection

3. Probability proportional to size sample selection

Copyright © 2014 Pearson Education 15-14

Block sample selection is the selection

of several items in sequence.

Haphazard sample selection is the

selection of items without any conscious

bias on the part of the auditor.

Copyright © 2014 Pearson Education

Select representative samples.

15-15

3

Copyright © 2014 Pearson Education 15-16

A simple random sample is one in which

every possible combination of elements

in the population has an equal chance

of constituting the sample.

Random number tables

Computer generation of random numbers

offers several advantages

time savings

reduced risk of error

automatic documentation

Copyright © 2014 Pearson Education 15-17

Random number tables

Computer generation of random

numbers offers several advantages

•time savings

•reduced risk of error

•automatic documentation

Copyright © 2014 Pearson Education 15-18

Systematic sample selection:

The auditor calculates an interval and

then selects the items for the sample

based on the size of the interval.

The interval is determined by dividing

the population size by the number of

sample items desired.

Copyright © 2014 Pearson Education 15-19

Probability proportional to size:

A sample is taken where the probability

of selecting any individual population item

is proportional to its recorded amount (PPS).

Divide the population into subpopulations and

take larger samples from the subpopulations

with larger sizes.

Copyright © 2014 Pearson Education

Define and describe audit sampling for exception rates.

15-20

4

Copyright © 2014 Pearson Education 15-21

The occurrence rate, or exception rate,

is the percent of items in the population

containing the characteristic or specific

attribute of interest to the total number

of population items.

Copyright © 2014 Pearson Education 15-22

Following are types of exceptions in

populations of accounting data:

1. Deviations from client’s established controls

2. Monetary misstatements in populations

of transaction data

3. Monetary misstatements in populations of

account balance details

Copyright © 2014 Pearson Education

Use nonstatistical sampling in

tests of controls and substantive tests of transactions.

15-23

5

Copyright © 2014 Pearson Education 15-24

Terms related to planning:

Characteristic or attribute

Acceptable risk of Overreliance (ARO)

Tolerable exception rate (TER)

Estimated population exception rate (EPER)

Initial sample size

Copyright © 2014 Pearson Education 15-25

Terms related to evaluating results:

Exception

Sample exception rate (SER)

Computed upper exception rate (CUER)

Copyright © 2014 Pearson Education 15-26

State the

objectives

of the

audit test.

Decide

whether

audit

sampling

applies.

Define

attributes

and

exception

conditions

Define the

population

Define the

sampling

unit

Step 1 Step 2 Step 3

Step 4 Step 5

Copyright © 2014 Pearson Education 15-27

Specify

the

tolerable

exception

rate.

Specify

acceptable

risk of

overreliance

Estimate the

population

exception

rate.

Determine

the initial

sample size

Step 6 Step 7

Step 8 Step 9

Copyright © 2014 Pearson Education 15-28

Select the

sample

Perform the

audit

procedures

Step10 Step 11

Copyright © 2014 Pearson Education 15-29

Generalize

from the

sample to

the

population

Analyze

exceptions

Decide the

acceptability

of the

population

Step 12

Step 13 Step 14

Copyright © 2014 Pearson Education 15-30

Copyright © 2014 Pearson Education 15-31

Copyright © 2014 Pearson Education 15-32

Effect on initial Type of change sample size

Increase acceptable risk of overreliance

Increase tolerable risk rate

Increase estimated population exception rate

Increase population size (minor)

Copyright © 2014 Pearson Education 15-33

Revise TER or ARO

Expand the sample size

Revise assessed control risk

Communicate with the audit

committee or management

Copyright © 2014 Pearson Education 15-34

Plan the sample (Steps 1-9)

Select the sample (Step 10)

Perform the tests (Step 11)

Evaluate the results (Steps 12-14)

Number of exceptions in sample and actual sample size

To Step 12

To/From Step 6

Computed upper

exception rate

Co

mp

are

Fro

m

Ste

p 1

2

To Step 14

Copyright © 2014 Pearson Education

Define and describe attributes sampling and a sampling distribution.

15-35

6

Copyright © 2014 Pearson Education 15-36

The statistical sampling method most

commonly used for tests of controls

and substantive tests of transactions

is attributes sampling.

Copyright © 2014 Pearson Education 15-37

A frequency distribution of the results

of all possible samples of a specified size

that could be obtained from a population

containing some specific parameters.

Attributes sampling is based on the

binomial distribution.

Copyright © 2014 Pearson Education 15-38

Copyright © 2014 Pearson Education 15-39

7

Copyright © 2014 Pearson Education 15-40

Use of the tables:

i. Select the table corresponding to the ARO

ii. Locate the TER on the top of the table

iii. Locate the EPER in the far left column

iv. Read down the appropriate TER column until

it intersects with the appropriate EPER row

in order to get the initial sample size

Copyright © 2014 Pearson Education 15-41

Effect of population size:

Population size is a minor consideration

in determining sample size

Representativeness is ensured by the sample

selection process more than by sample size

Copyright © 2014 Pearson Education 15-42

Select the sample

Perform the audit procedures

Evaluate the results

Copyright © 2014 Pearson Education 15-43

Copyright © 2014 Pearson Education 15-44

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