Assessment
- Higher Education Assessment (inclusive of FedTASKs) Procedure
- VET Assessment Procedure
- Higher Education Assessment Policy
- VET Assessment Policy
- Gap Training and Assessment Procedure
- Higher Education Examinations Procedure
- Supplementary Assessment Procedure
- Forms
- Printable PDF Version
The purpose of this policy is to:
- Support and elaborate the expectations of the University’s Learning and Teaching Policy, and in particular, the educative principles that:
- Learning activities and assessments are clearly aligned with stated learning outcomes and
- Assessment procedures and practices are valid, fair, flexible, feasible, culturally appropriate and incorporate clearly defined assessment criteria
- Recognise the importance of moderation as a mechanism for quality assurance and as a collegial process by which Institutes/Schools/Centre develop, maintain and monitor good practice in the assessment of students. It addresses the interests of students, staff, the University’s partners and its external stakeholders. Assessment seeks to assure all stakeholders that:
- Exemplary practice in assessment is being applied consistently across the institution, its programs and by partner providers
- Student performance is being properly, fairly, equitably, consistently and transparently judged across all students undertaking the same course of study and
- Standards expected of, and achieved by students are appropriate, reliable and comparable to best practice at the University including partner providers.
This policy applies to assessment of all Federation University Australia undergraduate and coursework postgraduate courses and for those courses offered through collaborative provision (ie through partner providers). However it does not apply to students enrolled in higher degrees by research which is the subject of Regulation 5.1 Higher Doctorates, The Degree of Philosophy, Professional Doctorates and Masters Degrees by Research.
The policy sets a framework of minimum requirements for moderation within which Schools are supported through the use of the Moderation Resource.
Term | Definition |
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Aboriginal/Torres Strait Islander student | A person who is of Aboriginal or Torres Strait Islander descent, identifies as an Aboriginal or Torres Strait Islander, and is accepted as such by the community in which they live or have lived |
Active participation |
In learning, this can include but is not limited to:
Attendance alone is not normally regarded as active participation |
Alternative assessment | An assessment task provided to give a student further opportunity to demonstrate achievement of learning outcomes when they have been unable to do so in the assessment tasks stipulated in the Course Description. Alternative assessment may be authorised by the Dean or nominee. Refer Special Consideration Procedure |
Annual Moderation Cycle | A 12 month period consisting of a minimum of three consecutive teaching periods. The cycle commences Semester 1 in an academic year and concludes at the end of Summer Semester |
Assessment | The process of collecting evidence and making judgements on whether the agreed learning outcomes for that course has been achieved |
Assessment Task | A specific, discrete learning activity or exercise designed to obtain evidence about a student’s achievement of the published learning outcomes of a course. Tasks can be diagnostic, formative or summative, including but not limited to, essays, presentations, performance, exhibition or final examinations |
Bilingual dictionary | Specialised dictionary used to translate words or phrases from one language to another |
Cheating |
Cheating is any act through which a student attempts to gain an unfair advantage in admission to or the assessment process for a course. Cheating may include, but is not limited to:
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Course | A subsidiary element of a program |
Course Coordinator | An academic with overall responsibility for the design, delivery and assessment of a course of study |
Course Description | A thorough description of the expected course learning outcomes, assessments, due dates, marking guides and sequence details of a course. It must align with FedUni Course Description (CD) template (add link). |
Course Moderator | An individual or group of individuals appointed to conduct preparation and review phases of moderation of assessment of a course |
Course Outline | A brief description of the course including learning outcomes, content and assessment which is approved by the Higher Education Curriculum Committee and used as the basis for the Course Description |
Deferment of Assessment | An application for deferment of an assessment can only be made in exceptional circumstances, in accordance with the Higher Education Special Consideration Procedure SS1967 |
Diagnostic assessment | Assessment tasks used to determine students' level of knowledge, skills, and understandings prior so that curriculum and teaching can be adapted to support learning. |
Examination | Any invigilated assessment task (written or practical) or other written paper that is timetabled within an examination period and that forms part of the final results in a course or program |
External benchmarking | Comparing performance outcomes and/or processes of similar courses delivered by other Australian higher education providers |
Formative assessment | Refers to a wide variety of assessment methods which are used to monitor students' progress against standards and provides them with feedback that compares their progress to standards and supports their learning |
Final Course Supplementary Assessment | Students who receive an MF grade in their final Semester may apply to the Program Coordinator within 7 days of the publication of results for supplementary assessment if that course is the only outstanding course required to complete the degree, the course is not exempt from supplementary assessment, and the student has not been found guilty of plagiarism in that Semester. The highest grade attainable will be a Pass grade. This only applies if the student is not eligible for any other form of supplementary assessment. |
Integrative assessment | Assessment tasks primarily designed to enhance future learning for a student |
Invigilated assessment | Any type of supervised assessment, e.g. exams, in-class tests. |
Learning Access Plan (LAP) |
A formal document that assists registered students to communicate their negotiated reasonable adjustments and/or other supports for flexible study with Schools within the University. The LAP outlines:
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Moderation | A quality assurance process which ensures that assessment is continuously conducted with accuracy, consistency, transparency and fairness |
Moderation of assessment - Implementation (MAI) | Checks marking by moderating a designated sample of marked student work to ensure that markers are making consistent and accurate assessment decisions in line with published assessment criteria |
Moderation of assessment – Preparation (MAP) | Validates the appropriateness, fairness, clarity, accuracy and standard of assessment tasks and materials before they are used for assessment |
Moderation of assessment – Review (MAR) | Confirms that MAI was conducted properly and makes changes to future assessments as part of continuous improvement. Course coordinators will determine a process for review according to School guidelines |
Moderation Resource | A mandated resource for use in the moderation of assessment |
Moderator/s | Appropriately qualified academic staff member/s who are responsible for ensuring the quality of setting and marking of student assessments |
NESB | Non-English Speaking Background – a student who speaks a language other than English as their first language |
Partner Provider (also known as Third Party) | An approved educational institution that delivers university programs/courses as part of an agreement |
Plagiarism | The presentation of work/s by another person/s as one’s own work by failing to properly acknowledge those person/s. Proper acknowledgement means to clearly identify which parts of a work originate from which source - refer Academic Integrity Policy LT1943 |
Program | Study/research leading to the granting of an official University award or qualification – refer Schedule 5.1. A program contains subsidiary elements referred to as courses |
Program Coordinator | Person responsible for the overall management of a program or range of programs |
Published Assessment Criteria | The criteria against which a student’s performance in the course will be judged, made available in writing to students within the Course Description or via the University’s LMS. The intent is to provide students with a clear and explicit understanding of the standards they are expected to achieve relative to marks awarded. |
Published Learning Outcomes |
Learning outcomes that are provided in writing to students in the Course Description which is based on the Course Outline prior to the start of teaching Learning outcomes serve as a reference point for preparation and review phases of moderation of assessment. |
Ratification of results |
The process used by Schools to approve student results and grades The process of ratification should enable confidence that the result is sufficiently accurate to be representative of the total population of assessments being ratified |
Reasonable adjustments | Measures and adaptations put in place to facilitate student participation in Courses and Programs while ensuring that academic standards and inherent requirements of the Course are not compromised |
School | Federation University Australia has a number of Academic Organisational Units |
Special consideration | Acknowledgement by a Dean or nominee that a student has experienced or encountered some form of disadvantage or impediment that has prevented them from performing on their merits in an assessment task/s. In such circumstances, the particular disadvantage or impediment will be taken into account in assessing the student’s work. To enable the student to demonstrate their achievement of the course learning outcomes, they may be granted deferred assessment, additional assessment, an extension of an assessment due date or other suitable accommodation as deemed necessary. Such allowance may be made for one or more assessment tasks or courses within any teaching semester. Grounds for a student to submit an application for special consideration include serious illness and/or serious psychological condition, loss or bereavement, or hardship/trauma - refer Special Consideration Procedure |
Student | Any person admitted to the University in a Course or Program |
Summative assessment | Final assessment used to determine a mark or grade |
Supplementary assessment | An assessment or examination that provides eligible students with a further opportunity to demonstrate that they have achieved the required learning outcomes of a course when they have marginally failed (45%+) previous examination/assessment tasks. Refer Supplementary Assessment Procedure LT2032 |
Third Party Providers (also known as Partner Providers) | Other entities through which registered providers deliver higher education courses, either on shore or off shore, within the requirements of the Threshold Standards, regardless of mode or location of delivery |
Federation University Australia’s approach to assessment is based on the following principles, which must be observed within all Schools. The policy acknowledges that types of assessment used throughout the University are diverse and vary according to the academic discipline. Moderation processes ensure quality assurance standards are consistent and contribute to continuous improvement.
Principle | Achieved when: |
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Assessment must encourage and reinforce learning |
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Assessment must enable robust and fair judgements about student performance |
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Assessment practices must be fair and equitable for all students |
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Assessment must be authentic and meaningful |
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Assessment must maintain academic standards |
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- Disability Learning Access Plan (LAP) Procedure
- Elite Athlete, Coach and Performer Program Procedure SS1993
- Higher Education Assessment Procedure
- Higher Education Examinations Procedure
- Higher Education Graduate Attributes Policy LT1228
- Higher Education Special Consideration Procedure
- Learning and Teaching Policy
- Peer Enhancement of Learning and Teaching Procedure
- Student Access, Progression and Wellbeing Policy
- Supplementary Assessment Procedure LT2032
Forms
- Moderation of Assessment Resource (PDF 513.4kb)
- Supplementary Guidelines (Learning Outcomes and Assessment) (DOCX 480.5kb)
- Supplementary Guidelines (Student Workload Guide) (PDF 310.4kb)
- Academic Board (as Approval Authority) is responsible for monitoring the implementation, outcomes and scheduled review of this policy and will receive annual reports as part of the annual Program Performance Report from each School
- Chair, Learning and Teaching Committee (L&T) (as Policy Sponsor) is responsible for maintaining the content of this policy as delegated by Academic Board
- Executive Officer, Learning and Teaching Committee is responsible for the administration support for the maintenance of this policy as directed by the Chair, Learning and Teaching Committee (L&T)
- Deans of Schools are responsible for oversight of the operational implementation of this policy
- Schools will utilise the University Approved Moderation Resource and training as provided.
- The resource, approved and monitored by The University, covers:
- Definition of roles, responsibilities and accountabilities of all those engaged in moderation
- Provision of information about moderation to students and staff, including moderators
- Provision of induction and training activities for moderators where appropriate
- Guidance as to which assessment tasks are to be moderated, with particular reference to moderation of assessment – review for courses offered collaboratively
- Guidance on technical aspects of moderation
- Procedures for resolving disagreements between markers and moderators
- Requirements for recording decisions, reporting results and maintaining records
- Expectations and responsibilities for monitoring the implementation and outcomes of moderation, including provision for continuous review will be directed by the Associate Dean Teaching Quality
- The Dean of School or their nominee is responsible for ensuring that individual Course Moderators are appointed and that moderation is carried out according to the Moderation Resource. Staff development opportunities to support the start up and continued implementation of moderation will be identified and provided
- Course Moderators are responsible for conducting and reporting the outcome of moderation of assessment – preparation and/or – review, in accordance with the Moderation Resource
The Higher Education Assessment Policy will be communicated throughout the University community in the form of:
- An Announcement Notice via FedNews website and on the ‘Recently Approved Documents’ page on the ‘Policies, Procedures and Forms @ the University’ website to alert the University-wide community of the approved Policy.
- Learning and Teaching Committee
- School meetings
- Academic Induction Program
- Partner communications
The Higher Education Assessment Policy will be implemented throughout the University via:
Information Sessions; and/or
Training Sessions
Document Title | Location | Responsible Officer | Minimum Retention Period |
---|---|---|---|
Amendment to Result Form | University's approved records management system | Coordinator Programs of the School/Centre teaching the course | Permanent |
Assessment Benchmarking/Validation schedule | University's approved records management system | Coordinator Programs of the School/Centre teaching the course |
Destroy 3 years from date of last action Dispose of hard copy records as per disposal process in Records Management procedure |
Final Assessment Results | University's approved student management system | Coordinator Programs of the School teaching the course | Permanent |
Moderation of Assessment schedule and record | University's approved records management system | Coordinator Programs of the School teaching the course /CUP |
Destroy 3 years from date of last action Dispose of hard copy records as per disposal process in Records Management procedure |
Moderation Resource | University's approved records management system | CAD/CUP | Permanent |
Record of Assessment | University's approved records management system | Coordinator Programs of the School teaching the course /Partner | Permanent |
Re-issue of Statement of Results | University's approved records management system | Coordinator Programs of the School teaching the course |
1 year from date application made Dispose of hard copy records as per disposal process in the Records Management procedure |
Student Assessment materials | University's approved records management system | Coordinator Programs of the School teaching the course /Partner |
Destroy 18 months after administrative use has concluded Dispose of hard copy records as per disposal process in Records Management procedure |