(1) This Policy sets out the principles, requirements and responsibilities for assessment in a Coursework Unit (unit) completed as part of a Coursework Course (course) or Coursework component of a Higher Degree by Research (HDR) course that leads to an Award at the University of Canberra (University). (2) This Policy applies to: (3) This Policy applies to all: (4) The Higher Degree by Research Progress and Milestones Policy and Higher Degree by Research Progress and Milestones Procedure sets out the requirements for academic progress of research students admitted to a HDR Course and enrolled in a unit that includes a thesis. (5) The University is committed to authentic assessment. (6) Summative assessment across the required units in a course must enable a student to demonstrate achievement of the course learning outcomes. (7) Summative assessment within a unit must enable a student to demonstrate achievement of all of the unit learning outcomes. (8) The student effort required to complete each summative assessment in a unit should be reflective of the weighting of that summative assessment, and the student effort required to complete all summative assessments within a unit should be reflective of the volume of learning for the unit as set out in the Course Procedure: Courses and Course Components. (9) Student performance must be assessed on merit against the unit learning outcomes for the summative assessment, independently of the assessment of other students in the unit, except for group based assessment (where relevant). (10) Summative assessment must be recorded in the form of a mark with associated rubric (where relevant) for an individual summative assessment and a final grade for a student’s cumulative performance in a unit in accordance with the grading schema assigned to a unit. (11) Summative assessments must: (12) Assessment design in each unit must provide a student with the opportunity for early assessment or review, with feedback provided prior to the teaching period census date. (13) An early assessment and review activity may be formative, diagnostic, and/or summative with one early summative assessment included in the unit, with feedback provided prior to Census date, to support student success and aligned with the Student Success Framework. It must be designed to support the early identification of a student who may be at risk of not meeting the unit learning outcomes (ULOs), determine any potential need for academic or other support, and provide the student with additional resources or information. (14) Courses and units of study, including assessment methods and grading of students’ achievement of learning outcomes for selected units of study within courses of study, should undertake external referencing or benchmarking activities to inform improvement and mitigate future risks to the quality of education, aligned with the Monitoring, Review and Improvement standards within the Higher Education Standards Framework (Threshold Standards) 2021, and the University’s Guideline for External Referencing and Benchmarking of Units and Courses. (15) All assessment must be approved by Academic Board during the initial unit approval process, for example during the approval of a new course. (16) Revisions to a summative assessment after initial unit approval must be reviewed and approved by the appropriate delegated authority, as indicated in the Course and Unit Revision and Closure Procedure and the Delegations of Authority Policy. Any summative assessment changes must be recorded by the Faculty in the Faculty Board minutes, including the details of the change, date approved and implementation date. (17) The Unit Outline for a unit must provide a student with consolidated and authoritative information about all summative assessment and any hurdle requirements that culminate in the allocation of a final grade, in accordance to the Unit Outline Procedure. (18) The assessment instructions and summative assessment rubrics (where relevant) must provide a student with information about how academic judgement of their performance on a summative assessment is applied. (19) If a student is dissatisfied with a mark allocated for a summative assessment or a final grade in a unit, the student should discuss this with the Unit Convener (refer to Student Grievance Resolution Policy for more information on student grievance resolution processes). (20) A unit may include a hurdle requirement (activity, competency or assessment) which a student must satisfactorily complete or demonstrate in order to pass a unit. (21) A student with a disability or health condition, or who meets the criteria to receive equity adjustments, may apply to the University for a reasonable adjustment in alignment with the Disability Standards for Education 2005. (22) A reasonable adjustment will be recorded in a Reasonable Adjustment Plan. Refer to the Student Reasonable Adjustment Procedure for more information. (23) From time to time as an outcome of special circumstances a student may seek special consideration and apply for an extension to the due date and time for a summative assessment. (24) From time to time as an outcome of special circumstances a student may apply for special consideration to defer an exam. (25) An eligible student may apply to their Unit Convener for a supplementary assessment. (26) Summative assessment, including supporting resources such as the summative assessment rubric, Unit Outline, and an associated UCLearn teaching site, must be quality assured through faculty moderation and approval processes. (27) Final marks and final grades must be reviewed and approved by the relevant Faculty Assessment Board. (28) Where a unit includes combined teaching of units at the same or different qualification levels, the summative assessment and the summative assessment rubric in each unit must be aligned to the learning outcomes of the different units. Refer to the Course Procedure - Combined Teaching for more information. (29) In accordance with the DITM and Records Management Policy Manual: (30) Where a service or software platform for summative assessment that is not University-supported is used to store or assess a student’s assessment outputs and marks, this information must also be stored on a University supported system. (31) Any relevant student or unit records not referred to in clause 28 or 29 must be stored and retained in accordance with the DITM and Records Management Policy Manual.Assessment Policy
Section 1 - Purpose
Section 2 - Scope
Section 3 - Principles
Assessment approval
Unit outline
Academic judgement
Grievances
Hurdle
Reasonable adjustment
Extension to the due date and time for a summative assessment
Deferring an exam
Supplementary assessment
Quality assurance
Combined teaching
Storage and retention
Section 4 - Responsibilities
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WHO
RESPONSIBILITIES
Academic Board
As set out in the University of Canberra (Academic Board) Rules 2021.
Associate Dean, Education (ADE) or delegate
In consultation with Unit Conveners:
Curriculum Committee
Deputy Vice-Chancellor (DVC)
Faculty Assessment Board
Faculty Board
InclusionUC
Ngunnawal Centre
Deputy Vice-Chancellor (DVC)
Academic Quality and Standards Committee (AQSC)
University Research Committee (URC)
Dean
Student
Student Connect
Student Equity & Participation
Student Wellbeing & International Support (SWIS)
Study Skills
Unit Convener, or as delegated by the Dean
Section 6 - Definition
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TERM
DEFINITION
Academic Integrity
Has the same meaning as set out in the Academic Integrity Policy.
Academic Staff
Has the same meaning set out in the Enterprise Agreement and may include a person who is a Senior Manager.
Adjustment
An action approved by InclusionUC that has the effect of supporting a Student enrolled in the Elite Athlete Program to achieve the learning outcomes of a unit, so they are not disadvantaged by the requirements of being an Elite Athlete.
The Adjustments must be implemented in accordance with the Elite Athlete Program Adjustment Guidelines (see also Reasonable adjustment and Reasonable Adjustment Plan).
Affiliate
Includes Educational Partner teaching staff, clinical title holders, adjunct, and honorary appointees, consultants and contractors to the University holders of offices in University entities, members of boards of University foundations, members of University committees, and any other persons appointed or engaged by the University to perform duties or functions on its behalf.
Has the same meaning given in the Australian Qualification Framework (AQF). (See also Field of education.)
Assessment
Has the same meaning given in the University of Canberra (Student Conduct) Statute 2015 and includes Bachelor Honours Degree types as described in the Course Procedure: Courses and Course Components.
Assessment (See also Summative assessment)
Assessment that is required to be attempted and submitted within the teaching period in which a student is enrolled in a unit.
Assessment Instructions
Instructions on how to prepare for and complete an assessment.
Assessment method
The pedagogical approach to assessing students. For example, practical, clinical, theoretical, collaborative, research, authentic, reflective, and Work Integrated Learning (WIL).
Assessment type
The format of the assessment (for example, presentation, lab report, portfolio).
Attempt, attempted
The point at which a student either:
submits a summative assessment, noting that the summative assessment may or may not be complete, or
commences an exam.
An attempted summative assessment contributes to the final mark and final grade of the unit, whether completed or not completed.
Authentic assessment
Assessment that enables students to demonstrate knowledge, skills and application of knowledge and skills that are relevant to future work, using real-world contexts, scenarios, and problems.
Award
Has the same meaning given in the University of Canberra (Courses and Awards (Courses of Study)) Rules 2023.
Bachelor honours degree course
Has the same meaning given in the Australian Qualification Framework (AQF).
Census Date
The last date before which a student can withdraw from a unit and not incur a financial or academic penalty in respect of that unit, and aligns with the meaning given in the Higher Education Support Act 2003.
Competency-based Exam (refer Practical Exam)
Evaluation of a student’s ability to apply theoretical knowledge, including that related to generic skills and discipline specific skills.
A Competency-based exam may involve a series of theoretical questions and/or statements (for example, case study) and/or practical activities (for example, simulation, role play, simulation of professional and/or clinical skills).
Course Learning Outcomes
Refer to Learning Outcomes.
Coursework
Has the same meaning given in the Course Policy.
Coursework course
Has the same meaning given in the Course Policy.
Coursework student
Has the same meaning given in the University of Canberra (Academic Progress) Rules 2022.
Coursework unit
Has the same meaning given in the Course Policy.
Deferred
A summative assessment that is attempted after the original summative assessment, and in accordance with specified timelines.
Deferred of Deferred
A summative assessment that is attempted after a deferred summative assessment, and in accordance with specified timelines.
Diagnostic activity
An activity or assessment used to collect data on a student’s existing knowledge of a topic.
Discipline
Has the same meaning given in the Australian Qualification Framework (AQF).
Early assessment or review
A summative assessment that is designed to:
provide feedback prior to the census date of each teaching period
facilitate within-unit monitoring of academic progress, and identify academic support needs.
In addition to one early summative assessment prior to Census date, early assessment and review activities may also include formative assessment and/or diagnostic activities.
Exam
An invigilated time-bound assessment.
Feedback
Information provided to a student about the student’s performance in relation to their progress towards demonstrating achievement of one or more learning outcomes.
Field of Education (FoE)
Has the same meaning given in the Australian Standard Classification of Education.
Field of Education Code
As described in the Australian Standard Classification of Education.
Field of Study
Has the same meaning given in the Australian Qualification Framework (AQF). (See also Discipline and Field of Education Code.)
Final Assessment Period
The last two weeks of a semester, or other specified time in a different teaching period, where the final summative assessment of a unit is due or timetabled.
Final Mark
The cumulative sum of marks allocated to each summative assessment with weighting applied expressed as a number between 0 and 100.
Final Unit
The last unit of a coursework course that is required for a student to complete all requirements for their course.
Formative activity
An activity that facilitates learning, and development and acquisition of skills and knowledge and application of skills and knowledge, including generic skills that does not contribute towards the final mark and final grade.
Grade, Grades
A word or words that describe and attribute a level of attainment for the range of final marks of a unit (for example, High Distinction, Distinction, Credit, Pass).
Gradebook
An online tool that stores marking and grading information. It is a component of the University’s Learning Management System.
Graduate Attributes
The generic skills and attributes that students are intended to develop that are consistent with the Level, and Field of Study as set out in the Graduate Attributes Policy.
Hurdle
A hurdle is a requirement or standard that a student must meet or exceed in order to progress within a unit or to meet a unit’s academic requirements. (See also Hurdle activity and Hurdle assessment.)
Hurdle activity
A requirement relevant to external professional accreditation or professional registration requirements, Work Integrated Learning and Academic Integrity and does not contribute to the final mark or grade of a unit but must be completed within a specified time or at specified time intervals to successfully pass a unit (for example, preparation for WIL module, pre-placement requirements, LANTITE). A student must successfully pass a hurdle activity to pass a unit.
Hurdle assessment
An assessment which a student must satisfactorily complete or demonstrate in order to pass a unit (for example a competency based assessment)
Invigilate, Invigilation
The observation of a student for the duration of an assessment, either by a human or by Proctoring software. Refer to Proctoring.
LANTITE
Literacy and Numeracy Test for Initial Teacher Education.
Learning Management System (LMS)
The online location where assessment is submitted by students with feedback and progressively awarded Marks and Grades entered by staff for each Coursework Unit.
Learning Outcomes
Has the same meaning given in the Australian Qualification Framework (AQF). Learning Outcomes apply within a Unit (Unit Learning Outcomes) and across a Course (Course Learning Outcomes).
Major research component
A unit or a set of units in a Bachelor Honours Degree or a Masters Degree (Coursework) where the outcomes of the summative assessment results in an increase in the dimension of knowledge which is communicated through a thesis or an equivalent research-focused body of work, including a capstone experience, a piece of scholarship or a research-based project.
Mark, Marks
The numeric value awarded to a summative assessment.
Moderation, moderated
A set of quality assurance processes to ensure marks and final marks and grades allocated to a summative assessment are fair, reliable and valid.
Not weighted
The term used to indicate that an assessment or learning activity that does not contribute to the final mark and final grade of a unit. (See Formative activity and Diagnostic activity)
Peer review, peer reviewed
A quality assurance process undertaken by an academic peer to ensure the appropriateness and validity of summative assessment descriptions and instructions, including the summative assessment rubric. Peer review may include the provision of feedback.
Pending grade
A grade allocated for an interim time where a student has not yet completed all required assessment.
Placements and Internships
Work experience (that takes place at the workplace) under the supervision of the faculty and the workplace supervisor.
Practical Exam
A ‘hands-on’ exam that puts a student’s theoretical learning into a practical assessment.
Proctoring
A form of online invigilation that uses a computer’s webcam and microphone to record a student’s face and eyes and any speech, as well as the internet screen being accessed. Refer to Invigilate.
Quiz
A short test of knowledge, typically including one or more question formats, such as multiple choice, fill in the blanks, true or false and short answer.
Reasonable adjustment
Has the same meaning given in the Disability Standards for Education 2005. See Student Reasonable Adjustment Procedure.
Reasonable Adjustment Plan
An electronic or hard copy document developed by InclusionUC in collaboration with a student that provides the approved reasonable adjustments for a student in accordance with the requirements of the Disability Standards for Education 2005. See Student Reasonable Adjustment Procedure.
Register of Courses
Has the same meaning given in the University of Canberra (Courses and Awards) Statute 2010.
Research
Has the same meaning given in the Australian Qualifications Framework (AQF).
Research Student
Has the same meaning given in the University of Canberra (Academic Progress) Rules 2022.
Short release assessment
An assessment opened to students with a short timeframe for completion.
Student (Coursework Student and Research Student)
Has the same meaning given in the University of Canberra (Academic Progress) Rules 2022.
Summative assessment
An assessment that evaluates a student’s knowledge and skills and application of knowledge and skills provided in the learning outcomes, including the relevant graduate attributes, and contributes to the final mark and the final grade of a unit.
Summative Assessment Rubric
A summative assessment resource that explicitly conveys the assessment criteria and expected standards of performance to a Student and the basis for pre-assessment moderation for markers.
Teaching period
A semester, term or such other period that corresponds to the way in which the course or unit is offered. A teaching period may include a final assessment period.
Thesis
A research output of a course that includes a Major Research Component, or is a Higher Degree by Research.
Unit
Has the same meaning given in the University of Canberra Courses and Awards (Courses of Study) Rules 2023.
Unit attempt
A unit in which a student continues to be enrolled in after the census date of a teaching period.
Unit learning outcomes
Refer to Learning outcomes.
Unit Outline
A document that includes the approved details and requirements of a unit, including assessment requirements and relevant policy and procedure requirements.
Weighted Average Mark (WAM)
A mark expressed as a number between 0 and 100 and calculated using the marks awarded to each summative assessment and gives an indicator of academic achievement across a course.
Weighted, Weighting
A number expressed between 0 and 100 that is equivalent to the percent the Assessment contributes to the Final Mark of a Unit.
Work Integrated Learning (WIL)
A form of experiential learning where theoretical knowledge and disciplinary skills are integrated with authentic work experiences and practices within relevant professional contexts.
Work Integrated Learning Project
A project, or activity, that engages individuals or teams to respond to a real-world problem or opportunity under the guidance of the faculty and client, or the faculty.