Parent policy: Assessment: Courses and Coursework Programs - Governing Policy
Procedures number:
Approval authority: Deputy Vice-Chancellor
Responsible officer: Deputy Vice-Chancellor
Designated officer: Director, Teaching and Research Services
Date of approval: 11 December 2008
Date last amended: 22 May 2009
Effective starting date: 30 June 2009
Any procedures replaced by these procedures: Nil

• Definitions
• Part 1: Assessment: Curriculum Design
• Part 2: Marking and moderation
• Part 3: Variations to individual student assessment
• Part 4: Review of assessment results and final grades and appeals against final grades
• Part 5: Administration of assessment
• Part 6: Examinations
• Part 7: Roles and responsibilities

Definitions

Academic standards means required levels of achievement or attainment or performance.

Assessment tasks are activities set for students that enable them to demonstrate the learning outcomes of a course and make it possible for lecturers to assess demonstration of learning outcomes in relation to pre-determined criteria. Assessment tasks are described in some detail in Course Outlines and always involve students in a learning process that results in an assessable product.

Central examination means an examination held in the identified examination period and administered by Student Administration on behalf of the Course Coordinator.

Course Coordinator means the staff member with responsibility for teaching a particular course.

Course Outline means an official document that represents the statement of course requirements that is authoritative for both the University and the students undertaking the course. It is prepared in accordance with the requirements specified in the 'Program Accreditation and Course Approval Procedures' and includes, amongst other things, details of assessment tasks, learning outcomes, details of the minimum essential requirements necessary to pass the course, material and equipment that may be taken into an examination and any required attendance and / or participation.

Dean of Faculty means the appointed head of a Faculty or their delegate.

Director, Student Administration means the officer of the University reporting to the Deputy Vice-Chancellor who has general responsibility for student administrative matters including, amongst other things, centrally conducted examinations.

Director, Student Services means the officer of the University reporting to the Deputy Vice-Chancellor who has general responsibility for a range of support services for students including, amongst other things, student counselling services.

Examination is an assessment task that is undertaken in a supervised environment and consists of a set of questions or exercises testing knowledge or skill within a set period of time.

Examination question paper is the paper prepared by the Course Coordinator or examiner consisting of a set of questions or exercises to be completed in a supervised environment to evaluate knowledge or skill in a particular course.

Examination booklet is a booklet/s provided by the University in which a student records answers to the examination question paper.

Examination Supervisor in the case of a central examination this is the Chief Invigilator and for a Faculty examination the Course Coordinator.

Faculty examination means an examination administered by the relevant Course Coordinator.

Grade means a representation of the overall level of attainment achieved by a student in a course, or for a Bachelor Honours program as a whole, as recorded on a student’s academic record or transcript.

Head of School means the appointed head of a school or equivalent.

Hurdle assessment task/s means an assessment task that is identified in the Course Outline, as a task/s that must be passed in order to pass the course.

A marker means a person responsible to the Course Coordinator for marking assignments, examinations and other assessment tasks.

Negotiated assessment refers to an assessment task that is negotiated between the Course Coordinator and an individual student.

Passing grade is one of the following grades: Terminating Pass (TP), Pass (PS), Pass Ungraded (PU), Credit (CR), Distinction (DN) and High Distinction (HD).

Program Leader means the staff member with responsibility for a particular program.

Reading time is the supervised period allocated for students to read through the examination question paper prior to commencing writing on the examination booklet/s.

Result means the mark a student receives on an individual assessment task.

A substantial assessment task means one that constitutes 30 percent or greater of a course’s total assessment.

Satisfactory performance means that a student achieves at least 50 percent as their final result in a course with no hurdle assessment task. In the case of a course with a hurdle assessment task/s it means achieving at least 50 percent in each of the hurdle assessment tasks and also achieving at least 50 percent as the final result.

Teaching period means a time period identified for teaching by the Deputy Vice-Chancellor.

University means the University of the Sunshine Coast; also referred to as USC.

Week relates to the week in the 13 week (semester) teaching period; an equivalent time should be equated for teaching periods of different lengths.

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Part 1: Assessment:  Curriculum Design

1.1 Choice of assessment

1.1.1 At program level:

Multiple types of assessment tasks will be used across the program.

Each graduate attribute will be assessed more than once.

There will be a clear progression in the performance expectations required in assessment tasks from introductory to advanced level courses within each program.

1.1.2 At course level:

Individual assessment tasks in a course align with specific learning outcomes which, in turn, align with the relevant Graduate Attribute. Most courses will address a selection of Graduate Attributes.

Assessment tasks focus on the knowledge, skills and capacities that students have had the opportunity to learn within the course but can also include knowledge, skills and capacities that students are reasonably expected to have acquired in previous courses within their program or that were expected in order to gain entry to the program.

In determining the type and quantity of assessment in a course, Course Coordinators will consider:

1. the overall workload requirements for students to successfully undertake the course;
2. the amount of assessment required to enable reliable and valid judgments of student performance to be made;
3. the level of the course (introductory, advanced, undergraduate, postgraduate);
4. any professional accreditation requirements; and
5. the mix of formative and summative assessment.

Introductory level courses will include formative assessment (which may also be summative).

The same principles of assessment design will apply to courses normally taken in the first year of a program as to those of higher years. However, Course Coordinators should be particularly careful to ensure that first year students are carefully orientated to assessment practices, requirements and policies.

With the exception of courses offered as part of Bachelor Honours degrees, more than one assessment type must be used in each course (eg a mixture of examination, laboratory exercise, practicum and assignment).

1.2 Number and weighting of assessment tasks

Summative assessment tasks in a 12-unit course will normally number three or four tasks.

The total number of component assessment tasks in a course (smaller tasks which form a sub-set of a single Learning and Assessment Task) will not exceed eight.

Each summative assessment task is allocated a weighting in recognition of the amount of work required for the task and its relative importance in the course.

No assessment task will be weighted at more than 50 percent of the total assessment value for the course.

1.3 Specific assessment issues

1.3.1 Participation and attendance

Participation may be included as an assessment task. It will not be weighted at more than 10 percent of the total assessment for the course.

No marks are to be allocated for attendance (either on campus or online).

A minimum class attendance may be required in order to pass a course provided that one or more of the following circumstances are met:

1. professional accreditation requirements specify a minimum number of hours are to be spent on particular activities;
2. failure to attend class has a negative effect on other students (for example, due to group work requirements); or
3. there are statutory requirements such as occupational health and safety training.

Where attendance is mandatory, this will be specified in the Course Outline. Reasonable provisions will be made for students who cannot attend because of circumstances beyond their control.

1.3.2 Group work

When group work is a compulsory assessment task, the Course Coordinator will design the curriculum to include procedures to facilitate effective management of, and learning through, group work.

Group work can be assessed individually for each group member, collectively for the group, or by a weighted mark allocation comprising both a whole group and individual component. All assessment tasks must have criteria. Students must be made aware of the criteria (and any weighting) and any marks associated with each criterion in the Course Outline.

The marking scheme will make it possible for students to be marked separately, should exceptional circumstances necessitate separate marking.

1.3.3 Peer and self-assessment

Peer and / or self-assessment may be weighted at a maximum of 10 percent of the total assessment for the course.

Processes for peer assessment will be designed to ensure that students are treated with fairness, consistency and respect. The Course Coordinator will provide written guidelines and criteria for students undertaking peer and self assessment.

The Course Coordinator will moderate the results of self- and peer-marking.

1.4 Hurdle assessment task

An assessment task may be defined as a hurdle assessment task, that is, students must achieve a passing result for that task to be eligible to pass the course. A hurdle task must be either a substantial assessment task or an assessment of a competency required for professional accreditation, for example the correct use of a syringe. A hurdle assessment task must be clearly identified in the Course Outline. Note that supplementary assessment is only available to students who fail a hurdle assessment task (see Section 3.9 for details). A student’s access to supplementary assessment is negated by the following conditions:

1. the failure in the course or the hurdle assessment task was due to academic misconduct;
2. the student has failed more than one hurdle assessment task in the course;
3. the hurdle task was a placement; or
4. the course was taken as part of a Bachelor Honours Degree program.

1.5 Timing and spread of assessment

Assessment tasks in each course will be spread across the teaching weeks to facilitate student learning, maximise opportunities for students to benefit by receiving feedback from earlier assessment tasks prior to submitting subsequent tasks, and manage workloads for students and staff.

Submission of assessment tasks other than central examinations will normally occur during the teaching weeks. For some courses, such as those involving work placements, due dates for some assessment tasks may extend beyond the teaching period.

No course will include both a central examination and another assessment task that is due outside the teaching weeks.

1.5.1 Early assessment

Each course will normally include an early assessment task, either purely formative or a relatively low-weighted summative task.

1.5.2 Study Period

No assessment tasks are to be due during the University’s identified Study Period.

1.6 Notification of assessment requirements

The Course Outline must include the following information for each assessment task:

1. description (a description of the nature of the assessment task),
2. weighting (normally expressed as a percentage);
3. learning outcomes associated with the task;
4. assessment criteria (the specific criteria and where appropriate weightings of those criteria that will be used to assess this assessment task);
5. length (eg word count, number of PowerPoint slides, time allowed for an examination or presentation);
6. if the task is a hurdle assessment task;
7. task conditions (eg a group or individual activity);
8. due date (for centrally scheduled exams, this appears as ‘central examination period’); and
9. method of submission (eg electronically through the Learning Management System (Blackboard), or hard copy to the relevant Faculty office).

Additional information, such as specific topics for individual assessment tasks, must be provided either in the Course Outline or through the Learning Management System (Blackboard). That information should be available no later than Week One of the teaching period. Assessment tasks which require that students not have prior access to specific topics, such as unseen examinations, are exempt from this requirement.

If a course includes negotiated assessment, the above requirements may be varied as per the conditions listed in the Course Outline.

The Course Outline should also contain statements on penalties associated with the assessment in the course, for example late submission of assessment tasks or exceeding the required word count.

A submission date may be extended by the Course Coordinator. Any extension to the submission date for an assessment task must be communicated to students through an appropriate combination of class announcements, email and use of the Learning Management System (Blackboard).

Any other changes made after the release of the Course Outline should be in exceptional circumstances only, and must be endorsed by the Program Leader and approved by the Head of School. All changes must be communicated to students through an appropriate combination of class announcements, email and use of the Learning Management System (Blackboard).

1.7 Assessment criteria and standards

Assessment criteria are used to make judgments about the standard of a student’s work. The Course Coordinator identifies criteria for each assessment task in the Course Outline. These criteria must be drawn from the learning outcomes of the course and thus, assess those learning outcomes.

All assessment tasks must have criteria. Students must be made aware of the criteria (and any weighting) associated with specified criteria in the Course Outline. Any additional detailed schemas, rubrics or marking guides for student use must be made available to students at least two weeks in advance of the assessment taking place.

A task would normally have no more than six criteria.

Standards represent qualitative differences in performance (eg HD to FL). Standards and their descriptions are used in conjunction with criteria to succinctly convey the required quality of, or features in, student work in order to be awarded the corresponding grade on a particular task.

1.8 Maximum total word count per course

The total assessment requirements for a 12-unit undergraduate course will not exceed 5000 words or equivalent.

1.9 Assessment in Bachelor Honours Degrees

For information on assessment in Bachelor Honours degree refer to the 'Academic Rules – Protocols Governing Bachelor Honours Degree'.

1.10 Request for a variation to these procedures

A request for exemption from any of the above procedures can be made only on the basis of pedagogically sound arguments and / or external professional accreditation requirements. Where the exemption sought involves a reduction in the number of assessment tasks and / or a weighting in excess of 50 percent for a single task, the request will include a strategy for providing students with sufficient information on their performance prior to the submission of the assessment task/s so that students can reasonably evaluate the standard of their work against the standards required in the course.

A request for an exemption must be approved by the Learning and Teaching Management Committee following a recommendation from the relevant Faculty Learning and Teaching Committee.

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Part 2:  Marking and moderation

2.1 Marking

Marking is the process of assigning a result and comments to an assessment task according to the assessment criteria specified for that task in the Course Outline.

2.1.1 Making judgements about student performance

Results for all assessment tasks and the overall grade for a course are decided by reference to predetermined criteria and standards, not by reference to the performance of other students in the course or any preconceptions about how a student should have performed, and based on previous experience with the student and their work.

2.1.2 Who can mark

The person selected for this role must have an appropriate level of discipline knowledge and marking ability, and an understanding of the University’s policies and procedures relating to assessment.

2.1.3 Conflict of interest

Staff who mark assessment tasks have a responsibility to assess students’ work fairly, objectively and consistently across the students enrolled in a course. A personal, family or other relationship with a student has the potential to compromise this responsibility by creating a conflict of interest. A staff member who considers that they have a conflict of interest or a perceived conflict of interest should bring this to the attention of their Head of School (or equivalent) as soon as possible. The Head of School (or equivalent) should record their decision on the matter.

2.1.4 Marking non-replicable assessment tasks

When students are required to complete a substantial assessment task, that cannot be preserved or replicated, for example an oral presentation or organising an event, then the assessment task should be recorded or assessed by more than one marker. Work integrated learning placements are exempt from this clause.

2.1.5 Negative marking

Negative marking, in which a mark less than zero is allocated to any part of any component, is not permitted to be used as part of any assessment.

2.1.6 Timing of assessment feedback

When an assessment task is intended to improve subsequent student performance within the course, feedback will be provided in time to be useful for subsequent assessment in the course, provided that the assessment task was submitted by the due date.

Normally, this means that a student receives feedback on one assessment task in time to be useful in the preparation for the next assessment task. Where ongoing activities are being assessed, for example in work integrated learning courses, feedback will be timed to allow the student an appropriate period in which to improve their performance.

Feedback on assessment tasks will normally be provided within ten working days and no longer than fifteen working days from the date the assessment task was due for submission.

2.1.7 Content of the feedback

Feedback on assessment tasks will include:

1. an explanation of the student’s performance in relation to the assessment criteria;
2. results and comments in response to key components of the task; and
3. summary comments, including how students could improve their performance.

Feedback will not be automatically provided on the following assessment tasks:

1. multiple choice tests / examinations, except when it is the first assessment task;
2. centrally scheduled examinations; and
3. participation.

Students are entitled to receive written feedback on all assessment tasks they complete. In the case of tasks where feedback is not automatically provided, a student has the right to request feedback.

The result a student receives for an assessment task is provided to the student in a numeric format, except for courses using ungraded passes. Markers may use in addition a letter grade that is consistent with the University norm (High Distinction – HD, Distinction – DN, Credit – CR, Pass – PS, Fail – FL).

2.2 Moderation

Moderation seeks to assure all University stakeholders that:

1. good practice in assessment is evident across the institution and its courses;
2. student performance is being properly, fairly and consistently judged for all students undertaking the same assessment task; and
3. standards expected of students are appropriate, reliable and consistent with good practice at the University and nationally.

2.2.1 Appointment of moderators

Each Course Coordinator identifies a moderator for approval by the Head of School (or equivalent) prior to the commencement of each teaching period.

The person identified for this role must have a combination of discipline knowledge and assessment competency so that they are capable of detecting errors or discrepancies in the assessment processes in the relevant course.

2.2.2 Forms of moderation

The University supports two forms of moderation:

1. Pre-assessment moderation: validates the appropriateness, fairness, clarity, accuracy and standard of assessment tasks and materials before they are used for assessment; and
2. Post-assessment moderation: checks marking by moderating a designated sample of marked student work to ensure that markers are making consistent and accurate assessment decisions, in accordance with the assessment criteria.

2.2.3 Pre-assessment moderation

The University requires pre-assessment moderation of:

1. Course Outlines as part of the course approval process; and
2. for all substantial assessment tasks, the specifics of which are not included in the Course Outline (for example, unseen examinations and assignment questions).

2.2.3.1 Forms of pre-assessment moderation
The aim of pre-assessment moderation is to ensure that assessment tasks are fit for purpose. For item 2.2.3 (a) above, a moderator will evaluate examinations for an appropriate match between the exam requirements and duration, and the course content; and the completeness, clarity and accuracy of the question paper. Assignment questions / topics will be evaluated for their appropriateness for that course including clarity and level of difficulty.

2.2.4 Post-assessment moderation

The decision regarding which courses will be post-assessment moderated rests with the Head of School (or equivalent). The Head of School (or equivalent) may require a course to be post-assessment moderated for a number of reasons including:

1. the Course Coordinator is the only staff member teaching and marking in a course;
2. the Course Coordinator is a new appointment; or
3. concern about past results in a course.

2.2.4.1 Forms of post-assessment moderation
Moderation may involve a simple scrutiny of marks awarded and the criteria used, without an actual re-mark; a re-mark informed by the marks awarded by and / or the comments of the original marker; or a ‘double blind’ re-mark in which the original marks and comments are not available to the second marker. In all cases, moderation will be undertaken with reference to the marking criteria. The time taken for these different strategies will differ, and each will be appropriate under different circumstances.

2.2.4.2 Assessment tasks not requiring post-assessment moderation
The following assessment tasks are not required to be post-assessment moderated:

1. multiple choice tests/examinations; and
2. participation.

2.2.5 Internal moderation within a course

The Course Coordinator will take steps to ensure that marks awarded by the teaching team are equitable and consistent.

The Course Coordinator will provide their teaching team with marking guides and, where appropriate, solution lists. Where possible, they should also meet with the teaching team to consider marking techniques to ensure consistency in the allocation of marks by different markers. Marking standards and the link between numerical marks and final grades should be discussed with the teaching team before any marking occurs. The purpose is to minimise or remove inconsistencies between members of the teaching team in the same course, or inconsistencies in the offering of the same course in different locations or modes.

The Course Coordinator monitors and samples the marking of individual members of the teaching team to establish whether any significant issues or deviations have occurred before the marks are released to students.

2.2.6 What happens if moderation reveals a problem?

For pre-and post-moderation, when a moderator is not satisfied with the response of the Course Coordinator, the moderator consults the relevant Head of School (or equivalent). The Head of School (or equivalent) determines the action, if any, that the Course Coordinator is required to take.

When post-assessment moderation indicates a problem, an investigation is initiated as soon as possible to establish whether a problem exists. If a problem has occurred that affects student grades, then corrections to the marks must be undertaken as soon as possible.

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Part 3:  Variations to individual student assessment

3.1 Grounds for a variation to assessment

The following are the grounds for seeking a variation to assessment:

1. disability under the 'Students with a Disability' policy;
2. illness or serious health problem;
3. serious personal trauma;
4. a cultural or sporting commitment at State, National or International representative level;
5. jury duty;
6. Defence Forces Reserve commitments;
7. exceptional family, work or personal event; or
8. religious obligations.

If a student who is not subject to the 'Students with a Disability' policy is aware at the start of the teaching period of circumstances, that they will require a variation to assessment methods during the course, they must request a variation from the Course Coordinator within the first three weeks of the course (or equivalent for accelerated or intensive teaching).

Alternative arrangements due to unexpected circumstances affecting the student during the teaching period should be discussed with the Course Coordinator as required. A student who is not satisfied with the response of the Course Coordinator should contact the relevant Head of School (or equivalent).

3.2 Variation to assessment for students with disabilities

Adjustments and variations for a student on the basis of disability are made in accordance with the University’s 'Students with a Disability' policy.

A student who has suffered a temporary disability or traumatic event that will affect their ability to perform in a number of assessment tasks across the teaching period should contact the Disability Services Officer, Student Services to organise an assessment of their level of functional disadvantage.

On the basis of an assessment of the student’s functional disadvantage and with the permission of the student, Student Services will recommend ‘Academic Accommodations’ to the Course Coordinator/s for that student. If the Course Coordinator considers that the proposed academic accommodations will compromise an essential requirement of their course they should immediately contact the Disability Services Officer, Student Services.

Any special arrangements for students with disabilities relating to central examinations are handled by Student Administration.

3.3 Forms of variations to assessment

The following variations to assessment are permitted:

1. extension to assessment task deadlines (Section 3.4);
2. modification of an assessment task (Section 3.5);
3. re-submission of an assessment task (Section 3.6);
4. deferred examinations (Section 3.7);
5. special consideration (Section 3.8);
6. supplementary assessment (Section 3.9).

‘Carrying over’ of results from any assessment tasks undertaken during a previous enrolment in a course to a subsequent enrolment in the same course is not permitted.

3.4 Extension to assessment task deadlines

An extension to the timeline in which to complete individual assessment tasks may be granted on one of the grounds identified in 3.1 above.

Applications for extensions must be lodged with the Course Coordinator before the due date for the assessment and supported, where appropriate, by documentary evidence. The Course Coordinator will normally respond to the applicant within three working days.

3.5 Modification of an assessment task

Modification of an assessment task is normally invoked for students with a permanent or temporary disability, provided that the modification does not compromise an essential requirement of the course.

The University will encourage staff to redesign assessment, including field work and practical components of course assessment, to take into account the capacities of students with disabilities provided the skills and knowledge being assessed are not compromised.

Modification of an assessment task may also occur when unexpected circumstances prevent a student from completing an assessment task and it is not feasible to re-create the required circumstances for that assessment task. A Course Coordinator may then vary the details of that assessment task provided that the modification does not compromise an essential requirement of the course.

3.6 Re-submission of an assessment task

At the discretion of the Course Coordinator, students may be invited or permitted to revise and re-submit a specific assessment task for marking. However, the maximum result that can be attained under such circumstances is normally 50 percent of the available marks.

3.7 Deferred final examination

Students who, through medical or other exceptional circumstances, are unable to attend an examination at the required time may apply to sit for a deferred examination. Applications are made to Student Administration and should normally be submitted prior to or within three working days of the examination date.

At the discretion of the Faculty / Course Coordinator, the deferred examination can be the same as provided in the initial exam period.

The following are accepted as grounds for approval of a deferred examination by the Director, Student Administration (or nominee) provided relevant independent supporting documentation is provided:

1. illness or serious health problem;
2. serious personal trauma;
3. a cultural or sporting commitment at State, National or International representative level;
4. jury duty;
5. Defence Forces Reserve commitments;
6. serious incapacity during the central examination period;
7. religious obligations; or
8. exceptional family, work or personal circumstances.

Approval to sit a deferred examination will not be granted where a student could reasonably have been expected to avoid the circumstances of missing or performing poorly in an exam, for example:

1. holiday arrangements including international students returning home;
2. misreading an examination timetable; or
3. social and leisure events including sporting or cultural commitments not at State, National or International representative level.

3.7.1 Limits on deferred examinations

An examination may normally be deferred no more than once (after the original scheduled examination). If the student is again unable to undertake the scheduled deferred examination, a further deferral will not normally be granted.

The student makes a written request to Student Administration, who will consult with the Course Coordinator and make a recommendation to the Dean of Faculty that:

1. the student is awarded a grade derived from the other assessment components in the course;
2. the Dean of Faculty approves another deferred examination; or
3. the student's enrolment in the relevant course is cancelled without academic penalty.

3.8 Special consideration

A student who considers that their performance in an assessment task was adversely affected by short-term illness, misadventure or other exceptional circumstances may apply for special consideration. For a student to be eligible for special consideration, the assessment task must have been attempted and submitted for marking.

Applications for special consideration must include detailed documentation of the medical or other grounds upon which the application is based and should normally be submitted within three days of the due date for the assessment task or the examination date. Applications are considered by the Course Coordinator. If the Course Coordinator determines that there are sufficient grounds for special consideration, the Course Coordinator can allow the student to resubmit the assessment task or, in the case of a final examination, make a recommendation to Director, Student Administration to grant a deferred examination.

Records of applications for special consideration and their outcomes will be retained by the Faculty.

3.9 Supplementary assessment

Supplementary assessment can only be offered to a student in a course that contains a hurdle assessment task. A student will be offered supplementary assessment when they have obtained 50 percent or more in a course which contains hurdle assessment task/s but has failed a hurdle assessment task.

A student’s access to supplementary assessment is negated by the following conditions:

1. the failure in the course or the hurdle assessment task was due to academic misconduct;
2. the student has failed more than one hurdle assessment task in the course;
3. the hurdle task was a placement; or
4. the course was taken as part of a Bachelor Honours Degree program.

Faculty Assessment Boards (FAB) are responsible for determining eligibility for supplementary assessment based on the conditions listed above. FABs will be guided by advice from the relevant Course Coordinator or Head of School (or equivalent) as to whether, given the student's result for the course and the assessment requirements for the course, it is possible for the student to achieve a passing grade through supplementary assessment. (See 5.8.1 for the definition of a FAB).

Students granted supplementary assessment by the Faculty Assessment Board will be given an interim grading notation of either SUPPLEMENTARY ASSESSMENT – EXAM (SU) or SUPPLEMENTARY ASSESSMENT – OTHER (SO).

Students who are not granted supplementary assessment and believe they are entitled to supplementary assessment may request a review using the University’s Review of Grade process.

3.9.1 Forms of supplementary assessment

Supplementary assessment is a second chance to present for assessment and not an easy avenue to obtain a pass. Normally, supplementary assessment should involve at least one of the following: a major practical examination, an examination paper covering a major segment of the course, a major essay or assignment. The supplementary assessment must re-test the learning outcomes listed against the hurdle assessment task.

The Secretary of the Faculty Assessment Board will advise Student Administration if the supplementary assessment is to be in the form of a centrally organised examination, prior to the public release of grades.

3.9.2 Marking supplementary assessment

The supplementary assessment task is marked on a pass / fail basis only. After marking the supplementary assessment, the Course Coordinator through the Dean of Faculty advises Student Administration that the student’s current grading notation SUPPLEMENTARY ASSESSMENT is to be converted to a grade of PASS (PS) or FAIL (FL). The grade awarded to the student for that course cannot be greater than a ‘Pass’. 

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Part 4:  Review of assessment results and final grades and appeals against final grades

Reviews of assessment results and grades may lead to no change or to a less favourable or a more favourable outcome for the student.

Reviews should be documented, with all parties keeping relevant and complete records.

4.1 Grounds for reviews or appeals

The following are grounds for seeking a review or appeal:

1. the grade / mark was not based on the assessment criteria or assessment process specified in the Course Outline, or any subsequent amendment made in accordance with Section 1;
2. the assessment did not comply with the 'Assessment: Courses and Coursework Programs – Procedures';
3. incorrect addition of marks;
4. alleged improper action or negligence by a person involved in the conduct of an assessment task;
5. alleged discrimination against the student which is unlawful under State or Federal legislation;
6. alleged prejudice or bias on the part of the assessor or any other person involved in determining the grade to be awarded;
7. where additional evidence for a Variation to Assessment can be provided, or where procedures for consideration of an application for a Variation to Assessment were not properly followed.

The following are not valid grounds for a review or appeal:

• challenges to:
  • the specified learning outcomes of the course;
  • the assessment methods approved for the course;
  • the standard required to receive particular grades in the course;

4.2 Process for a review of assessment results other than final grades

Where a student considers that an individual assessment task has been unfairly or inappropriately assessed, the student shall follow the process below, taking step (a) within five working days of notification of the result in that assessment task:

1. provide the Course Coordinator with an outline of the student’s grounds for seeking a review and request a review;
2. if dissatisfied with the result of the outcome from (a) above, contact the relevant Head of School (or equivalent) for further discussion (in the case of a Course Coordinator being the Head of School (or equivalent), contact the Dean of Faculty);
3. if dissatisfied with the result of the outcome from (b) upon receipt of the final grade for that course, the student may seek a review of the final grade.

4.3 Review of a final grade or appeal against the final grade

Where a student considers that the final grade awarded for a course has been unfairly or inappropriately determined, the student may choose either to submit a written request to the Dean of the Faculty that has made that assessment for a review of their final grade, stating the grounds for making that request, or lodge a formal written appeal against the final grade with the Director, Student Services, stating the grounds for the appeal (refer to 4.1 above).

Appeals or requests for a Faculty-based review of a final grade must be received by the relevant Dean within 20 days of the date of the release of results or in the case of an appeal, lodged with the Director, Student Services.

On receipt of a request for a review of a final grade, the Dean of the relevant Faculty can:

1. reject the review on the basis that the grounds for the review are invalid, or the student has not followed the correct process; or
2. determine that the Course Coordinator / Head of School has acted appropriately and the student's case has already been properly answered; or
3. determine that grounds exist for further review and deal executively with the matter.

On receipt of a an appeal against a final grade, the Director, Student Services will implement a process identified in the University’s 'Student Grievances and Appeals – Governing Policy and Student Grievances and Appeals – Procedures and Guidelines'.

Procedures for a review of decision must be initiated within 10 days of the Dean’s receipt of a request for review of a final grade.

The Faculty will advise Student Administration in writing of the outcome of the review of a final grade.

In the event that an applicant or student is dissatisfied with the outcome of any review of decision or appeal relating to a final grade, the applicant may lodge an appeal with an external body as outlined in the University’s 'Student Grievances and Appeals – Governing Policy and Student Grievances and Appeals – Procedures and Guidelines'.

4.4 Status of a student awaiting the outcome of a review or appeal

The university will make determinations on reviews and appeals as soon as practicable, but will not necessarily resolve any particular case before the close of enrolments for the next teaching period. A student whose review or appeal will not be resolved before the commencement of the teaching period (where the delay is not the fault of the student) is permitted to enrol in courses within their program and are regarded as a “provisional student”. A “provisional student” must consult the Program Leader and / or Program Advisor about the enrolment they will undertake while awaiting the outcome of a review.

When the review or appeal is finalised, the student is bound by the ruling or by the consequences of the grade which was the subject of the review or appeal. Student Administration, on notification of the outcome of the review or appeal will adjust the student’s enrolment.

4.5 Re-mark of individual assessment tasks

Reviews of results for assessment tasks and final grades may involve a re-mark of an assessment task. Normally, when a student is granted a re-mark, they will provide a clean copy of the assessment task to the Faculty. The student will also submit the original marked assessment task. Normally a person familiar with the content area, but who has not sighted the previously marked assessment task will perform the re-mark, using the clean copy and without access to the original marked assessment task.

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Part 5:  Administration of assessment

5.1 Submission of assessment tasks

The Course Coordinator will indicate in the Course Outline the required method of submitting assessment tasks and the approach to late submission of tasks.

5.2 Penalties for late submission of assessment tasks

Late submission of assignments will normally be penalised at the rate of 10 percent (of total available marks) per day from the date identified as the due date for the assessment task.

Week days and weekend days are included in the calculation of days late.

A Course Coordinator has three options in regard to penalties for late submission of assessment tasks:

1. adopt the recommended penalties identified above;
2. waive or relax the recommended penalties identified above;
3. if more severe penalties for late submission than those identified in these procedures are required, a request for a variation can be made to the Learning and Teaching Management Committee (LTMC) prior to the offering of the course.

The option selected by the Course Coordinator should be included in the Course Outline.

5.3 Lost, stolen or damaged assessment tasks

All staff who handle student assessment tasks have a responsibility to exercise due diligence in handling those tasks to ensure they are not lost or damaged. In some cases, however, there may still be instances in which assessment tasks are lost. Students must be advised to keep a copy of all submitted assessment tasks before lodging them with the University.

Where a student's assessment submission cannot be located and there is a strong case made that the task has been submitted, the Course Coordinator involved should advise the Head of School. Options to deal with lost assessment include:

1. giving the student the opportunity to resubmit the assessment task; or
2. setting an alternative assessment task to be submitted within a set period.

Where there is not reasonable support for the student's claim that the assessment task was properly submitted, the Course Coordinator notifies the Head of School if the student is to be offered the chance to resubmit or repeat the assessment task.

5.4 Aggregation of marks

A student’s final result in a course will be the aggregate of all their assessment tasks according to the percentage weighting of the tasks. In the case of a course with a hurdle assessment task, a student will also be required to achieve a mark of at least 50 percent in the hurdle assessment task to pass the course.

5.5 Grade parameters

The percentages below constitute standard grade parameters. They may be changed for individual courses in exceptional circumstances at the discretion of the Dean or the Chair, Faculty Assessment Board.

5.6 Submission of results

Student Administration will provide faculties with the details of the students enrolled in each course. When submitting results Course Coordinators should advise Student Administration of the names of any students who undertook assessment, but who do not appear to be correctly enrolled in the course. Such students may not have a grade released until the problem with their enrolment is resolved.

The Faculty office is responsible for ensuring that all provisional results are submitted to Student Administration, no later than the published date for incorporation in reports for the Faculty Assessment Board.

Provisional final results (%) and grades must be submitted in the correct format for loading to the student information system. The provisional final result should normally be a whole number falling between 0 and 100. A result of 0.5 or above should be rounded up to the next whole number, and below 0.5 rounded down.

The Course Coordinator is also required to submit a Results Report to the secretary of the Faculty’s Assessment Board. In the Results Report, the Course Coordinator is required to explain any distribution of grades that fall outside the following guidelines:

1. the percentage of High Distinctions has equalled or exceeded 15 percent of the total enrolment;
2. the percentage of Distinctions plus High Distinctions has equalled or exceeded 30 percent of the total enrolment;
3. the percentage of students receiving grades of Credit or higher has equalled or exceeded 70 percent of the total enrolment;
4. the percentage of Fail grades in an introductory level course has equalled or exceeded 25 percent of the total enrolment; or
5. the percentage of Fail grades in an advanced level course has equalled or exceeded 20 percent of the total enrolment;

The Results Report should provide details of any post assessment moderation or internal moderation activities undertaken in the course.

The Results Reports are considered at the Faculty Assessment Board meeting.

5.7 Authority of the Dean to submit and approve results

The Dean of Faculty has the responsibility to approve the results in courses offered in their Faculty.

The Dean of Faculty may delegate to another person or body the authority to approve results. This delegation is normally to the chair of the Faculty Assessment Board.

5.8 Final result process

The Faculty Assessment Board recommends to the Dean the final results, grades and grade notations for all students enrolled in the Faculty’s courses.

The Dean of Faculty may, in exceptional circumstances, determine a grade of a student enrolled in one of the Faculty's courses which is different from that recommended by the Faculty Assessment Board or the Course Coordinator. The determination should occur after consultation with the Chair, Faculty Assessment Board and the Course Coordinator (or delegate) regarding the intended variation and considering any matters which either of them wishes to place before the Dean of Faculty.

Following the release of results / grades, the Dean of Faculty is responsible for advising Student Administration of any amendments to results / grades previously submitted.

Student Administration will notify results to the student on behalf of the Deputy Vice-Chancellor by the due date.

5.8.1 Faculty Assessment Board

A Faculty Assessment Board is constituted in each Faculty at the conclusion of each teaching period.

The Faculty Assessment Board consists of the following membership:

• Dean or nominee (chair)
• Heads of School (or equivalent)
• Faculty Learning and Teaching Coordinator

      In attendance:

• Faculty Administration Manager or nominee (secretary)
• Director, Student Administration or nominee

Individual Course Coordinators are not required to attend the Faculty Assessment Board, but must make every effort to make themselves available for consultation during the meeting. If the Course Coordinator is unavailable, either a delegate is nominated, or notes on the student cases to be considered are provided to the relevant Head of School prior to the meeting.

The Faculty Assessment Board will make recommendations to the Dean of Faculty on the following matters:

1. the grades or grade notations for all students undertaking a course under the Board’s responsibilities;
2. the cut-off percentages and distribution of grades in each course under the Board’s responsibilities;
3. in exceptional circumstances, and following consultation with the relevant Head of School and Course Coordinator (or delegate), it may recommend a variation in the results initially lodged for the course.

In making a determination on final grades, the Faculty Assessment Board:

1. ratifies the Course Coordinators’ decisions on students eligible for supplementary assessment.

The Faculty Assessment Board provides the University’s LTMC, via the Dean, with a report that lists and provides rationales for the Faculty’s courses that fall outside the guidelines identified in Section 5.6 on the distribution of grades.

The report should also include comparative data with the Faculty’s course performance over the previous three teaching periods.

5.9 Finalisation of results

Where a result is unfinalised at the time of release, one of the following Grade Notations is used:

• 'Incomplete' (IN);
• 'Grade Pending' (GP);
• 'Supplementary Assessment – Examination' (SU);
• 'Supplementary Assessment – Other' (SO)

The Course Coordinator must make every effort to resolve the matter as soon as possible. All unfinalised results must be resolved no later than the end of the first week of the following teaching period otherwise unfinalised results are converted to Fail 'FL' grades, unless the Dean of Faculty has notified the Director, Student Administration that an extension of time has been granted.

Where a student fails to meet a debt or obligation to the University, the student's grade and final result will be withheld until this situation is addressed. ('Result Withheld' (RW)).

5.10 Terminating Pass

A Terminating Pass may be granted by the Dean of Faculty where:

1. the failed course is taken in the final teaching period of study and is the final requirement for a student to qualify for a program; and
2. the failed course is weighted at no more than 12 units; and
3. the student has a pass result for all other courses in the teaching period or has not taken any other in the teaching period and the failed course has a result in the range of 45 to 49 percent.

A Terminating Pass is not available if:

1. the failure in the course was due to academic misconduct; or
2. the student has failed a hurdle assessment task in the course.

After final results are submitted, Student Administration supplies to each Dean of Faculty a list of students in their programs who fall into this category. The Dean of Faculty in consultation with the Program Leader makes a determination on each of the cases.

A student granted a Terminating Pass will have a grade notation of 'Terminating Pass' (TP) recorded against the course.

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Part 6:  Examinations

6.1 Central examinations

A central examination means any examination administered by Student Administration.

The central examination system covers all the University’s teaching periods. Student Administration is also responsible for deferred examinations for each teaching period.

The system is managed through the collection each teaching period of accurate, reliable and timely assessment data from faculties.

For centrally organised examinations, Student Administration assumes responsibility for the following:

1. timetabling of examinations within the period designated for central examinations;
2. publishing a timetable for the advice of students and staff;
3. organisation of examinations sittings for students, who have been assessed with a functional disadvantage, on advice from Student Services;
4. advising students who have been assessed with a functional disadvantage of their individual examination timetable;
5. allocation of examination venues;
6. supply of examination materials and stationery;
7. provision of adequate examination supervision (invigilation);
8. appointment of and payment to invigilators;
9. ensuring that the examination timetable complies with the timetabling guidelines for central examinations (as detailed in Section 6.3); and
10. contacting students who have been granted a deferred examination about the time and location of that examination.

For centrally organised examinations, Student Administration does not take responsibility for the following:

1. the printing of the examination question papers; and
2. checking that the examination question paper is free of errors.

6.2 Faculty examinations

Faculty examination means any examination or test administered by a school or Faculty. Deans are responsible for the organisation and conduct of Faculty assessment tasks, including examinations.

Faculty examinations or tests may not be held during the University’s Study Periods, see Section 6.2.2 for exceptions.

6.2.1 Examinations within the teaching period

Examinations held within the teaching period but before the designated central examination period.

The Course Coordinator is responsible for organising the:

1. examination venue;
2. word processing/formatting of examination question papers in accordance with the University standard format;
3. printing examination question papers;
4. supply of examination materials and stationery (examination booklet(s) can be obtained from Student Administration);
5. provision of adequate examination supervision (invigilation);
6. appointment of and payment to invigilators, where appropriate; and
7. arrangements for students with special requirements as determined by Student Services.

6.2.2 Faculty examinations held during the central examination period

Faculty examinations are not normally held during the designated central examination period. However, courses that require specific materials, facilities or special examination arrangements can hold Faculty examinations in the central examinations period. The Course Coordinator must liaise with Student Administration to ensure that the examination is included on the examination timetable and that the timing of the Faculty examinations is consistent with the University’s procedures on the scheduling of examinations (see Section 7.3 below).

6.3 Scheduling of central examinations

Information required for the scheduling of central examinations is extracted from the relevant Course Outlines.

Student Administration is responsible for producing a draft central examination timetable no later than Week 6 (or equivalent in other teaching periods). The draft timetable is circulated to all Course Coordinators. The Course Coordinator has the responsibility to ensure that the information on the scheduling of the examination and its duration complies with the information contained on the Course Outline.

Any changes to the draft central examination timetable must be forwarded to Student Administration within three working days of the Course Coordinator receiving the draft examination timetable.

Grounds for the Course Coordinator to request changes to the draft central examination related to matters outside the Course Coordinator’s control and could include:

• clashes in the timetabling of a Course Coordinator’s courses; or
• the Course Coordinator has responsibility for more than one examination scheduled in the last two days of the examination period; or
• course/s have been omitted from the timetable.

Student Administration cannot guarantee that all requested changes will be able to be accommodated. Once Student Administration has received and processed any changes to the draft examination timetable, the final central examination timetable will be released to staff and students at the commencement of Week 8.

6.3.1 Scheduling guidelines

In order to ensure an environment that allows students to perform to their potential and minimise disadvantage to students, the examination timetable is prepared, as far as practicable, according to the following guidelines:

• examinations may be held between the hours of 8am and 9pm on weekdays;
• wherever possible examinations for courses with high enrolments, other than multiple choice examinations, are scheduled towards the beginning of the examination period;
• students should not be required to undertake more than two examinations on a single examination day;
• there should be a minimum break of one hour between examinations for students with consecutive examinations held on the same day;
• students should not normally be required to undertake examinations on more than three days in succession, and should not normally be required to take more than four examinations in three successive days;
• wherever possible, examinations should be held on the campus or delivery site where teaching in the course concerned is normally conducted;
• where courses are taught at more than one campus or delivery site, the same examination question paper is set and normally the examinations take place simultaneously and under comparable conditions; and,
• when allocating venues Student Administration attempts to schedule examinations in locations with the most appropriate facilities.

6.4 Length of central examinations

The time allowed for central examinations will be in hour blocks either one hour or two hours in duration. Where reading time is provided, this should be of 10 minutes duration.

6.5 Examination question papers (central examinations)

The Course Coordinator is responsible for producing the examination question paper, and must ensure that:

1. the paper is available when required by the Faculty or Student Administration;
2. the paper conforms with the University’s guidelines on format and presentation;
3. the paper has been reviewed by the staff member identified as the course’s moderator (see Section 2: Marking and Moderation); and,
4. the required cover sheet has been completed and the information contained on the sheet is consistent with that listed in the Course Outline.

The Faculty is responsible for arranging the printing of the required number of the examination question papers. The printed examination question papers are to be delivered to Student Administration three weeks prior to the start of the examination period.

The University’s Mail and Print Services has a responsibility to ensure that the requested number of examination question papers are printed and delivered to Student Administration.

One copy of the printed examination question paper is provided to the Course Coordinator. The Course Coordinator should check that the printed examination question paper is complete and free of errors. If any problems are identified with the examination question paper, the Faculty must organise for reprinting and advise Student Administration immediately of the reprint and delay.

At all stages of the preparation for examinations, it is critical that examination question papers be kept securely in order that no opportunity occurs for any unfair advantage for any individual or group of students.

6.6 Early sitting of central examinations

Students are expected to be available throughout the published examination period.

Where, in exceptional circumstances beyond the student's control, a student is unable to sit an examination at the scheduled time, and can make an argument that the option for a deferred examination is inequitable; the student may be granted an early examination sitting. Approval for an early examination sitting can only be made by the Dean of the relevant Faculty. If an early sitting of examination is approved, the Faculty concerned makes the arrangements for the venue and supervision of the examination.

When a student undertakes an early sitting, the student is required to complete a Statutory Declaration to the effect that, in sitting prior to the normal scheduled examination time, they will not disclose the contents of the examination question paper to any other students.

6.7 Alternative venues for central examinations

Students are expected to sit all their examinations at the campus at which they are enrolled. Students who can demonstrate that sitting at their enrolled campus will cause excessive hardship can make an application to sit the examination at an alternate venue.

Applications made on the basis of excessive hardship must have supporting documentation. The documentation must address circumstances that apply at or close to the time of the examination. The student is required to demonstrate that circumstances have changed since their original enrolment, since the original enrolment is taken as evidence of the student’s agreement to sit their examination at their enrolled campus. Any costs associated with the arrangement of the alternative venues, (these could include postage, hiring of a suitable venue and organising and paying for an invigilator) are to be borne by the student.

Approval to sit an examination at an alternative venue is made by the Director, Student Administration. If approved, the Director, Student Administration will determine an appropriate charge and inform the student of those costs.

6.8 Deferred examinations

Refer to Section 3.7

6.9 Examination aids

Permitted materials for examinations are specified on the cover of the examination question paper. It is the responsibility of the Course Coordinator to advise students during the teaching period of the materials that they are permitted to have during the examination. No other material is to be allowed and invigilators scrutinise permitted materials at their discretion and remove material that is not specified.

Food and drink are not to be taken into the examination venue except for water in a clear unlabelled bottle.

6.9.1 Open book examinations - specified materials permitted

Specified materials permitted in examinations allow the use of written materials and / or electronic aids as specified by the Course Coordinator. The examination question paper should clearly state the type and forms of materials and aids permitted (laptop computers, dictionary, text books, lecture notes, printed handouts, formulae or data sheets, statutes, maps, diagrams, drawing instruments, calculators etc) and whether the written material can be annotated. The extent and type of annotation must be clearly stated so as to indicate whether it includes pencilled underlining and / or highlighting, marginal notes, handwritten or photocopied interleavings, paper tags stapled or glued to pages, etc.

Any item not listed on the question paper is regarded by the invigilators as not permitted for use in the examination. To assist the invigilators in this task, the Course Coordinator should ensure that he / she is available at the venue to clarify the specified materials.

This category of examination must be clearly indicated on the front cover of the examination question paper.

6.9.2 Closed book examinations

Closed book examinations do not permit the use of any written materials or other aids (including calculators). This category of examination must be clearly indicated on the front cover of the examination question paper.

6.10 Availability of the Course Coordinator

The Course Coordinator or an appropriate replacement (the replacement must be familiar with the learning outcomes of the course and the content of the examination) is required to be at the examination venue/s or contactable by phone (in the situation where the examination is being run at another delivery site simultaneously) immediately prior (at least 5 minutes) to the commencement of the examination and for the period of reading time identified for the examination and available by telephone during the duration of an examination to answer questions.

6.11 Student identification required at examinations

For all central examinations, students are required to provide photographic identification at the examination venue.

Acceptable identification which must be shown at each examination:

1. USC Student Card;
2. Driver’s Licence or Learner’s Permit; or
3. Passport.

A student without ID is allowed to undertake the examination. However, the student cannot leave the examination venue until an invigilator or a member of Student Administration has verified their identity. This is done by checking the University’s recorded image of the student. If the student’s identity cannot be verified by Student Administration, then the Director, Student Administration will determine whether the circumstances warrant the student being given further opportunity to present suitable evidence of identity. If the student fails to provide the required evidence, the Director, Student Administration refers the case to the Deputy Vice-Chancellor under the University’s 'Student Conduct and Disciplinary Policy'.

Until the student’s identity has been established the student’s examination booklet/s is held by the Director, Student Administration and will not be forwarded for marking.

6.12 Student late arrival at an examination

A student has a responsibility to ensure that they are familiar with their examination timetable.

A student who arrives at an examination no later than 30 minutes after the official commencement time must present themselves to an invigilator and is allowed to complete their examination within the scheduled exam time period. The invigilator records details on an Incident Report that is provided to the Course Coordinator. If a student arrives more than 30 minutes after the official commencement time he/she is not allowed to sit the examination.

6.13 Procedures during the examination

Every student must complete the attendance slip provided and fill in details required on the front cover of examination booklet/s.

The examination starting time includes a designated reading time of 10 minutes for students. During this reading time, students are permitted to:

1. request clarification of question/s in the examination paper; and,
2. make notes on loose-leaf paper provided or on the examination question paper (if specified by the Course Coordinator).

During the reading time students are not permitted to write in the examination booklet or on the examination question paper if the question papers is required to be submitted for marking (eg multiple choice or short answer questions written directly on the paper).

No student commences writing answers until authorised by the examination supervisor. All students must stop writing when instructed by the examination supervisor. At the end of the examination all remaining students must stay seated until all examination papers have been collected.

During an examination students are not permitted to speak to, or communicate with, any other student.

6.14 Procedures for leaving the examination venue

Students are not permitted to leave the examination venue in the first 30 minutes after the published starting time or during the last 15 minutes of any examination.

After the first 30 minutes of the examination has lapsed, a student can request to leave the examination venue for a toilet break or to permanently leave the examination venue. When approval is given by the examination supervisor for a toilet break, the student is supervised during their period of absence.

No student is re-admitted to an examination venue after he or she has left it unless during the full period of the absence the student has been under approved supervision.

Students wishing to permanently leave the examination venue must hand all examination materials to the examination supervisor who endorses the examination booklet/s as correctly identifying the student. Students cannot remove any examination papers, examination booklet/s, scrap paper or attendance slips from the examination venue.

6.15 Interruption to an examination

An examination supervisor may suspend the progress of an examination if an incident occurs, which the supervisor judges is likely to significantly disrupt the progress of a student or students in the examination.

If an examination supervisor or security or emergency services personnel decide that the evacuation of an examination venue is necessary, all students must leave the venue as quickly as possible and proceed to the appropriate evacuation assembly area.

The examination supervisor cancels the examination if it cannot be recommenced within 20 minutes. In such cases, the matter is referred to the relevant Dean who, in consultation with the Course Coordinator, decides on one of the following options:

1. the rescheduling of another examination in the same examination period; or
2. the awarding of a deferred examination to all students involved; or
3. the assessing of students on work already completed for the course; or
4. a combination of the above options.

In regard to (a) the Dean or Course Coordinator should contact Student Administration to determine whether there is sufficient time remaining in the examination period to accommodate this option.

The decision reached by the Dean should be communicated to the students and the Director, Student Administration within 24 hours of the sitting of the disrupted examination.

6.16 Procedures for dealing with a disruption to an examination

Under the University’s 'Student Conduct and Discipline Policy' (Clause 5.1) any student disrupting an examination can be instantly dismissed from the examination venue at the discretion of the examination supervisor. Where dismissal is the appropriate course of action, the examination supervisor (in the case of a central examination) documents the incident and provides a report to the Director, Student Administration, who is required under Clause 5.4 of the 'Student Conduct and Discipline Policy' to notify the student and make a report to the Deputy Vice-Chancellor.

6.17 Procedures for dealing with cheating in central examinations

In central examinations, it is generally an invigilator who detects cheating or an attempt to cheat. The student may be permitted to complete the examination, provided that further infringing conduct can be prevented or the unauthorised material is removed. The examination supervisor should inform the student that an Incident Report is to be submitted to the relevant Dean of Faculty.

The examination supervisor must in the case of a central examination provide a written Incident Report to the Director, Student Administration, immediately after the examination. Any unauthorised material which is confiscated (including objects such as calculators or writing implements) should accompany the examination supervisor's report.

Upon receipt of this report, the Director, Student Administration, should forward the report and confiscated materials to the relevant Dean to determine if the student has a case to answer (ie whether the incident appears to have been an attempt to defeat the purposes of that assessment task).

In the case of a Faculty examination, the Course Coordinator should make a similar incident report to the relevant Dean.

Refer to the University’s 'Student Conduct and Discipline Policy' for further details.

6.18 Collection of examination booklet/s and examination question papers

The Course Coordinator (or nominee) is responsible for collecting the examination question papers and booklet/s from Student Administration at the advised times and signing-off their receipt of the examination booklet/s and papers prior to taking them from Student Administration.

If uncollected by the Course Coordinator or nominee within 48 hours of the examination, the relevant Faculty office is contacted and requested to collect the papers on behalf of the Course Coordinator.

6.19 Student access to examination booklet/s

Examination booklet/s are to be retained in the Faculty for three months. At the end of the three month period the examination materials should be destroyed following the process identified in the University’s record management procedures.

Students should have timely access to their own examination booklet/s and be able to consult the Course Coordinator on their performance. Faculties may determine the conditions under which access is granted.

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Part 7:  Roles and responsibilities

7.1 Introduction

Individual members of academic staff, relevant committees and administrative sections share responsibility for assessment. This section of the procedures summarises the responsibilities identified in the other sections of the procedures. Roles and responsibilities have been identified for the following positions and bodies:

• Student
• Course Coordinator
• Marker
• Course Moderator
• Invigilator
• Program Leader
• Head of School
• Faculty Assessment Board
• Dean
• Faculty Administration
• Student Administration
• Learning and Teaching Management Committee (LTMC)
• Academic Board

7.2  Student

A student has the following responsibilities:

1. engaging actively in the learning process and participating according to course and assessment requirements;
2. completing assessment tasks diligently and honestly to provide evidence of learning achievements in a course;
3. meeting assessment requirements as specified in the Course Outline, including submission of work by the due date;
4. being familiar with their examination timetable; and
5. ensuring that they are available for the teaching and examination periods.

Roles and responsibilities

7.3  Course Coordinator

A Course Coordinator has the following responsibilities:

1. designing assessment tasks that are relevant, fair, valid and appropriate to the aims of the course;
2. preparing examination papers, marking criteria and model answers / solutions;
3. ensuring that students receive appropriate feedback on submitted assessment tasks in the format and within the time period identified in the Assessment Procedures;
4. ensuring that the University’s moderation procedures are followed and coordinating the moderation processes in the course;
5. coordinating examinations other than central examinations;
6. treating assessment work as confidential and not distributing students' assessment tasks, other than to individuals involved in processing or marking;
7. informing students of assessment policy and procedures and what is acceptable academic conduct;
8. where Markers are used, providing appropriate guidelines on assessment criteria, marking scales and strategies;
9. disclosing to their supervisor any personal relationship with a student, which might give rise to a conflict of interest or perceived conflict of interest; and
10. working with the Student Services section to adjust assessment tasks to accommodate students with functional disadvantage.

Variation to assessment

11. Making determinations on requests for the following forms of variation to assessment:

    (i) extension to assessment task deadlines;

    (ii) modification of an assessment task;

    (iii) re-submission of an assessment task; and

    (iv) special consideration

Examinations

12. For a course with examinations conducted by Student Administration, the Course Coordinator has responsibilities for:

    (i) preparing the examination question paper/s in the required format by the required date;

    (ii) notifying Student Administration of the examination requirements, including the permitted materials for examination; and

    (iii) being available to answer queries about the examination paper during the period for the examination. If unavailable, identify to Student Administration the staff member who will act in this capacity.

13. A Course Coordinator is responsible for determining and coordinating any examination other than the central examinations.

Assessment Administration

14. The Course Coordinator is responsible for the processes required to present results for consideration by the Faculty Assessment Board including:

    (i) coordinating the marking of all assessment tasks and examination papers;

    (ii) assisting in maintenance of consistency of course standards, eg by coordinating the moderating process;

    (iii) discussing with other staff involved in teaching the course any general matters or individual cases;

    (iv) recording students' results for all assessment tasks in accordance with the assessment pattern provided to students in the Course Outline;

    (v) providing final results and recommendations for grades and grade notations at the time specified by Student Administration;

    (vi) completing a Results Report;

    (vi) making recommendations on students eligible for supplementary assessment;

    (vii) maintaining the confidentiality of results until they have been officially released by the University;

    (viii) being available for student consultation sessions after the release of results; and

    (ix) ensuring that any assessment tasks not returned to students are retained for three months.

Reviews

15. The Course Coordinator is responsible for:

    (i) making a determination on a student’s request for a review of an assessment task; and

    (ii) providing advice to the Dean of Faculty on a student’s request for a review of a final grade.

Roles and responsibilities

7.4  Marker

The responsibility of a Marker is to accurately and fairly mark assessment tasks in consultation with the Course Coordinator and other members of the teaching team.

7.5  Course Moderator

A Course Moderator is responsible for ensuring that:

1. in the Course Outline document:

   (i) the functions and purpose of assessment tasks are appropriate;

   (ii) the assessment tasks align with the learning outcomes identified for the course;

   (iii) the assessment criteria are appropriate for each assessment task; and

   (iv) the information relating to the assessment tasks is clear and free from errors;

2. in the examination question paper:

   (i) the content is complete and free from errors;

   (ii) the questions are appropriate and reflect the learning outcomes of the course; and

   (iii) the questions are set at the appropriate level to be completed within the time allocated for the examination.

7.6  Invigilator

An Invigilator, under the supervision of the Director of Student Administration (or nominee) is responsible for ensuring that the examinations are conducted in a manner which complies with the requirements as determined in the ‘Assessment: Courses and Coursework Programs – Procedures’ in particular

1. enforcing the procedures regarding students conduct prior to, during and after the examination;
2. ensuring that each examination is correctly administered in line with the details provided in the Invigilator Manual; and
3. ensuring that issues of misconduct and security are handled in line with the appropriate University Policies and the processes as outlined in the Invigilator Manual.

7.7  Program Leader

A Program Leader is responsible for:

1. monitoring the timing, number and type of assessment tasks across courses in the program to ensure a manageable workload for students;
2. monitoring the examination timetable to identify any clashes for students in their program;
3. providing advice to the Dean on students eligible for a Terminating Pass; and
4. in the case of the Program Leader for an Honours program providing advice to the Dean on the level of classification for the award of Honours.

Roles and responsibilities

7.8  Head of School

A Head of School (or equivalent) is responsible for:

1. ensuring the quality of the assessment process for courses offered by staff in their school;
2. appointing Course Coordinators and approving Course Moderators;
3. resolving cases where academic staff assessing any part of a course declare a relationship with a student which might affect their role;
4. resolving significant differences of opinions between Course Coordinators and Course Moderators;
5. reviewing the decision made by a Course Coordinator on a student’s unsuccessful request for a Review of an Assessment Task;
6. ensuring that Course Coordinators have submitted results and Results Reports by the required date and the required information is forwarded to Student Administration; and
7. encouraging staff to reflect on their own practice as assessors.

7.9  Faculty Assessment Board

The Faculty Assessment Board is responsible for:

1. making recommendations to the Dean of Faculty on the following matters:

   (i) the grades or grade notations for all students undertaking a course under the Board’s responsibilities;

   (ii) the cut-off percentages and distribution of grades in each course under the Board’s responsibilities.

2. making a determination on final grades, the Faculty Assessment Board ratifies Course Coordinators’ decisions on students’ eligible for supplementary assessment; and
3. providing LTMC via the Dean of Faculty with a report that lists and provides rationales for the Faculty’s courses that fell outside the guidelines on the distribution of grades.

7.10  Dean of Faculty

Has the overall responsibility for assessment in the Faculty; specifically for:

1. ensuring the quality of the assessment process for courses offered by staff in their Faculty;
2. approving the final results and grades for students enrolled in courses offered by their Faculty;
3. making determinations on requests for alternative sittings of examinations;
4. making determinations on plagiarism and cheating cases;
5. making determination on Review of Final Grade requests;
6. making determination on students eligible for a Terminating Pass ;
7. approving changes to final grades after the release of grades; and
8. in the case of students in an honours program, making a determination of the level of classification for the award of Honours.

Roles and responsibilities

7.11  Faculty Administration

Faculty administration is responsible for:

1. making individual examination arrangements for students granted alternative sittings;
2. informing students of the process to apply for a Review of an Assessment Task or Review of a Final Grade;
3. providing administrative support for the Faculty Assessment Board;
4. providing Student Administration with information on the courses requiring centrally organised examinations;
5. requesting examination papers from Course Coordinators, ensuring the papers conform to the University’s guidelines on format, arranging the printing of the required number of examination papers and then ensuring that all examination question papers have been submitted to Student Administration by the required date;
6. providing administrative support to Course Coordinators organising Faculty examinations (book rooms, print examination papers, appoint and pay invigilators, etc);
7. storing marked examination booklets and organising their disposal.

7.12.  Student Administration

Student Administration is responsible for the following:

1. scheduling, organising and administering central examinations;
2. making determinations on requests for deferred examinations;
3. making determinations on requests for alternative venues for central examinations;
4. generating reports for Deans of Faculty on students eligible for a Terminating Pass;
5. recording of final results, grades and grade notations;
6. publication of final results, grades and grade notations; and
7. generating reports for Deans of Faculty on unfinalised results.

7.13  Learning and Teaching Management Committee

Learning and Teaching Management is responsible for the following:

1. considering the reports from each Faculty on their distribution of grades in the previous teaching period; and
2. approving variations to the assessment procedures.

7.14  Academic Board

Academic Board is responsible for:

1. undertaking or arranging for triennial evaluations of assessment procedures to gauge the extent to which it is meeting its purposes as provided in the 'Assessment: Courses and Coursework Programs – Governing Policy'.

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Roles and responsibilities

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