Governance

Policies and procedures

Policy No.
UP15/5
Function
Student Administration
Authoring Organisational Unit
Academic Secretariat (University Secretariat)
Date Approved
02/12/2015 Revised 03/07/2017
Next Review Date
05/04/2022
Approving Body
Academic Council

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The University of Western Australia

University Policy on: Assessment

Purpose of the policy and summary of issues it addresses:

Assessment and feedback are integral to the student learning experience - and form a key part of the coursework units that are delivered to students. This policy sets out the principles that govern the approach and management of formal assessment for coursework students within the University. The policy comprises the following parts:

Part 1: University Standards for Assessment

Part 2: Governance of Assessment Standards

Part 3: Academic Provisions for Coursework Units

Part 4: Examinations

Part 5: Grading System

Definitions:

the University means The University of Western Australia

assessment criteria specify how markers evaluate students' knowledge, understanding and capabilities, and are based on intended learning outcomes

assessment item is a body of work used to gauge student learning, e.g. an essay, project, assignment or examination

assessment task is a piece of work that forms part of an assessment item

Assessment Mechanism Statement means the details of the way in which the final result for a unit is arrived at.

assessment outcome refers to the mark given for an assessment item

elite athletes means students identified and recognised as an elite athlete under the Elite Athlete Friendly University Network Agreement

criterion-referenced assessment is one where a student's work is assessed with reference to written criteria derived from learning outcomes

exam timetable deviation involves moving a formal University exam to another time on the day the exam is scheduled to take place, or to the next day. It also involves moving an exam to an alternative location to the one the exam is scheduled to take place in

examination includes end of semester (initial), mid-semester and summer session examinations, tests run by faculties, and practical laboratory examinations, but does not include assignments

Failed Component (FC) is a component that a student must pass in order to obtain an overall pass in a unit.

final grade means the letter code assigned to indicate the level of a student's academic performance in a unit

final mark means the student's aggregate percentage mark in a unit once any adjustment has been applied

formative assessment is assessment for learning meaning an assessment item or activity that has a developmental purpose with feedback for students about their learning, and may carry a mark

formal University examinations are those that relate only to text-based written exams and administered by the University via Student Administration within Student Services.

invigilator means a person who supervises students during an examination

marking keys are an explicit statement about what an assessor expects of students when they respond to a question in an assessment task. They are essential to fair assessment because their proper construction underpins reliability and validity

marking rubrics is a scoring tool that explicitly represents the performance expectations for an assignment or piece of work. A rubric divides the assigned work into component parts, i.e. criteria, and provides clear descriptions of the characteristics of the work associated with each criterion, at varying levels of mastery. Rubrics can be used for a wide array of assignments: papers, projects, oral presentations, artistic performances, group projects, etc. Rubrics can be used as scoring or grading guides, to provide formative feedback to support and guide ongoing learning efforts, or both.

marking scheme, which is made available to students, is an overview of how marks are allocated for an assessment item

moderation of marking is a process to ensure consistent, fair and reliable marking against academic standards

negative marking is where a mark(s) is/are deducted for unanswered questions or incorrect answers

relevant board means a board relevant to the case in point. The relevant board may include a position or a body of people with authority to carry out the function concerned (e.g. board of examiners who are responsible for considering assessments made by schools)

student adviser means the position with responsibility for providing advice in relation to the University rules and policies that apply to the student concerned and may be called the Sub-Dean, Associate Dean, Student Adviser, Faculty Administrative Officer or Senior Faculty Administrative Officer

summative assessment is assessment of learning meaning any assessment that contributes to the final grade/mark of a unit to provide a measure of student performance in relation to the learning outcomes and assessment criteria.

University working day means a weekday other than one that is specified by the University as a University holiday

Policy statement:

PART 1: UNIVERSITY STANDARDS FOR ASSESSMENT

Preamble

Part 1 of the policy deals with key standards for the conduct and management of assessment at the University.

1 Assessment standards:

1.1 The University is committed to assessment that is fair, integral, valid and efficient. Assessment is:

a) Fair if it:

i. provides opportunities for all students to demonstrate their learning;

ii. promotes behaviour consistent with the University Charter of student rights and responsibilities (UP07/132) and the University Policy on Academic Conduct (UP07/21); and,

iii. is transparent and clearly communicated.

b) Integral to the learning process if it:

i. is used for formative and summative purposes;

ii. is designed to promote student engagement with course content; and,

iii. is timed to promote effective learning.

c) Valid if it:

i. evaluates student learning outcomes;

ii. is criterion-referenced;

iii. conforms to national, discipline and professional standards (where appropriate); and,

iv. is regularly reviewed and moderated.

d) Efficient if it:

i. uses digital tools where appropriate; and,

ii. measures student learning and provides effective feedback with minimal resources.

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PART 2: GOVERNANCE OF ASSESSMENT STANDARDS

Preamble

Part 2 of the policy deals with the governance of assessment standards, including responsibilities for monitoring assessment standards and ensuring consistency with regard to assessment practices and processes across the University.

Policy statement:

2 General principles

2.1 The University ensures that assessment processes and practices:

a) are consistent and maintain high standards;

b) report performance against the intended learning outcomes; and

c) are regularly evaluated (with feedback from staff, students and others).

3 Roles and responsibilities

3.1 Assessment and academic achievement standards are monitored at the school/discipline/faculty levels.

3.2 The following are the roles for ensuring quality assessment processes, practices and standards:

Student

A person who is enrolled in a course of the University and has a responsibility to participate actively, positively and with integrity in learning, teaching and research activities; complete and submit all required assessment tasks within specified timeframes; and undertake assessment tasks in an honest and trustworthy manner.

Examiner/Assessor

A person internal or external to the University, who is in control of assessing any aspect of a student's performance in a unit/course, is responsible for moderating that performance in relation to set standards and assigning marks. Examiners are required to provide feedback to students on their performance.

Invigilator

A person internal or external to the University, who is employed on a casual basis, is responsible under instructions from the Examinations Office (Student Administration) for the proper and efficient conduct of an examination.

Course / major coordinator

A person with the responsibility for the management of teaching and assessment of a course / major including developing course assessment plans, standard setting with the teaching team (tutors)/ unit coordinators, undertaking and guiding moderation processes including coordinating moderation between examiners through Boards of Examiners, where applicable, and recommending grades. Where a course is offered on more than one campus, this role is undertaken by the Primary Course Coordinator, who is responsible for assuring that the assessment standards and outcomes are consistent across all campus offerings of the course.

Unit coordinator

A person responsible for coordinating a unit in a course is responsible for the student learning process including, conveying to students clear advice about the aims and the desired learning outcomes of the unit, the assessment requirements, the relationship between the assessment requirements and the expected learning outcomes, the relative weighting of assessment components, the application of agreed assessment criteria and standards and the provision of feedback. The coordinator is responsible for reviewing, moderating and uploading the marks and feedback provided to students to ensure consistency in academic achievement standards.

Head of School/Discipline

A person, appointed by the Faculty Dean, responsible to the Associate Dean (Teaching and Learning/Education) or equivalent for ensuring compliance with University and professional accreditation processes and the quality assurance of units and courses including assessment.

Associate Dean (student affairs) or equivalent

A person responsible for managing a range of student assessment matters including, but not limited to, the following:

reviews honours classification, honours dissertation grades, applications for alternative, central initial and deferred examination;

considers student request for review and appeal on grades, deferred assessment other than central end of semester examinations, special consideration matters and action on inability to locate student assessment; and

reviews individual student's academic progress.

Academic Conduct Advisor

A person responsible for managing student academic conduct, issues and responses to findings of academic misconduct.

4 Faculty Board of Examiners

4.1 A faculty must appoint a board or boards of examiners to carry out the following roles including, but not limited, to the following:

a) consider students' results in units, majors and courses offered by the faculty;

b) decide on student progression;

c) monitor assessment quality in units, majors and courses by reviewing survey and feedback data from students and peers;

d) assure the quality of course/unit assessment plans and moderation processes undertaken within majors/courses;

e) identify units, majors and courses with unsatisfactory assessment outcomes and advise the unit/major/course coordinator on actions to improve outcomes;

f) monitor and compare grade distributions across units, majors and courses by consulting and negotiating with other relevant faculties, where relevant, and reporting annually on this comparison to the Dean of Coursework Studies;

g) monitor school processes for safe, secure assessment submission and return, and ensure the quality and security of exam questions, and exam papers;

h) consider students' unit results and ensure they are reported to Student Administration for recording and publication, and carry out any other task relating to students' results that may be delegated to them by the faculty concerned; and

i) determine prize and award recipients, and report its decisions to the Prizes Unit within Student Administration.

4.2 A faculty board of examiners is normally chaired by the dean of the faculty concerned, or nominee.

4.3 A faculty board of examiners may delegate one or more of its functions to the dean or another member or members of the board of examiners.

4.4 A faculty governance document must refer to section 4.1 of this policy for identifying the role of its board of examiners together with any faculty-specific delegations.

5 Board of Examiners of the Curriculum Committee

5.1 By delegation of the Curriculum Committee, the role of the Board of Examiners of the Curriculum Committee is delegated to the Dean of Coursework Studies who deals executively with all related academic matters including, but not limited to, the following:

a) the award of honours classifications, where these are not routine in nature, or relate to joint-honours classifications for new undergraduate degree courses;

b) academic progress in exceptional cases that have been escalated for further deliberation; and

c) faculty recommendations on applications for readmission from students who have been previously excluded for a period of at least 12 months from an undergraduate degree course or a diploma course.

6 Faculty Teaching and Learning Committee (or equivalent)

6.1 By delegation of the Faculty Board, the Faculty Teaching and Learning Committee or equivalent is responsible for quality assurance in the conduct of assessment by:

a) identifying emerging learning, assessment and teaching issues;

b) developing processes in relation to learning, teaching and assessment; and

c) articulating, implementing and monitoring academic standards for learning and teaching at the University.

7 Exemptions

7.1 The Faculty Dean or delegate has the authority to consider and approve exemptions as provided for in the following clauses of this policy: 9.2.1(b); 9.2.2 (a); 9.2.2 (b); 10.2.2; 11.3.4; 12.3; 14.4; 30.4.1; and 30.4.2.

7.1.1 Any approved variation referred to in 7.1 must be recorded and reported annually to the Dean of Coursework Studies for monitoring purposes.

Procedures

1. Exemptions for non-curriculum related items must be sought in accordance with the procedures set out in Schedule A (for exemptions 10.2.2, 11.3.4, 14.4, 16.2, 30.4.1, 30.4.20).

2. Exemptions for curriculum related items must be sought via the University's Curriculum Approvals Interim Database Online (CAIDi).

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PART 3: ACADEMIC PROVISIONS FOR COURSEWORK UNITS

Preamble

This part of the policy sets out the principles that govern the delivery of formal assessment for coursework students within the University.

Policy statement:

8 Aims of assessment

8.1 Each unit taught at the University aims to balance and integrate the provision of:

a) formative assessment which may include:

i. self-assessment;

ii. peer-assessment;

iii. tutor-assessment;

iv. collaborative-assessment; and

b) summative assessment which must also have a formative function.

8.2 An assessment item may be designed to determine:

a) students' understanding and skills prior to the teaching / learning process; or

b) the effectiveness of the teaching / learning process.

9 Minimum unit assessment requirements

9.1 General requirements

9.1.1 All formal assessments contributing to the University's award must be:

a) conducted in English, except in the case of units taught in foreign languages; and

b) designed to measure or evaluate the student's knowledge and capabilities.

9.1.2 Each unit must have an assessment plan, a written Assessment Mechanism Statement, which sets out clearly the way in which the final result for the unit is calculated, and a unit outline, published via the Learning Management System.

**********IMPLEMENTATION NOTE START**********

Implementation of 9.1.2 takes effect from 1 January 2018

During 2016 and 2017, the following clause(s) take(s) effect until 31 December 2017:

• Faculties must ensure that all unit outlines are available online at no cost to students.

**********IMPLEMENTATION NOTE END**********

9.2 Assessment plan

9.2.1 Assessment items and methods

a) Assessment items must be tailored to meet unit learning outcomes that include higher order learning and capabilities.

b) Unless an exception has been granted in accordance with part 2 (section 7) of this policy, and with the exemption of dissertation units, each six-credit point unit must employ at least two summative assessment items and normally up to three summative assessment items of different methods including, but not limited to, the following:

(i) examinations and tests: selected and/or constructed response, practical and oral examinations;

(ii) assignments: written, oral, planning, problem-solving, reports, research-based, practice-based, reviews, research (e.g. dissertations)

(iii) assessment based on:

- observation or record of practice;

- performance, creation or discussion; and

- active participation, which does not include attendance alone.

c) An assessment item may comprise a number of tasks completed at different times in a unit (for example, a knowledge quiz assessment item may consist of a set of short weekly quiz tasks).

d) Assessments for a unit must be designed to assess student learning outcomes in the most efficient manner and must be proportionate to the 150 hours of student workload represented by the credit weighting of the unit (6 credit points).

e) All undergraduate students must have an opportunity to receive formative feedback in the first five weeks (or equivalent for units taught in non-standard teaching period) of the commencement of their unit.

9.2.2 Assessment item weighting

a) Unless an exception has been granted in accordance with part 2 (section 7) of this policy, and with the exemption of dissertation units, an assessment item comprises at least 10 per cent and up to 70 per cent of a unit's final mark.

b) Where a unit comprises a formal University examination component, the component constitutes at least 40 per cent of the unit's final mark, unless an exception has been granted in accordance with part 2 (section 7) of this policy. Dissertation units are exempted from this requirement.

c) Where a unit comprises a group assessment task which is presented as a single entity and where the contributions of individual students cannot be identified:

(i) the assessment item is limited to no more than 30 per cent of the unit's final mark; and

(ii) all members of the group are awarded the same mark.

d) The assessment of a group item that is prepared and presented as a single entity within which the contributions of individual students are identified, is not limited to the weighting restrictions referred to in 9.2.2 (c)(i).

**********IMPLEMENTATION NOTE START**********

Implementation of clauses 9.2.1 and 9.2.2 take effect from 1 January 2018

During 2016 and 2017, the following clause(s) take(s) effect until 31 December 2017:

• Schools are responsible for determining, within University policy and faculty policy, assessment methods for the units they teach.

• Schools are required to provide to students clear statements about the assessment methods for the units they offer and must provide the statements, as part of the unit outline, within one working day before the commencement of the semester in which the units are offered.

• Staff must adhere to the following when creating formal assessment:

- contributing to the student learning process;

- providing students with feedback on their level of achievement, and providing the opportunity for them to understand and benefit from understanding the reasons for the assessment given;

- providing students with an understanding of the standards of work expected for assessment at specific levels;

- providing staff with information about the effectiveness of their teaching; and

- providing a fair judgment of a student's level of achievement.

• Faculties must also consider such issues as:

- requirements for a minimum examination component in final assessment in units in one or more years of a course;

- requirements for minimum essay or maximum multiple choice component in examinations.

Note: Planning will need to be undertaken as part of the annual change process, via CAIDi, during 2016 and 2017 to ensure compliance from 2018.

**********IMPLEMENTATION NOTE END**********

9.2.3 Assessment criteria, marking schemes and rubrics

a) In accordance with the Higher Education Standards, each unit adopts a criterion-referenced method of assessment.

b) Each assessment item has assessment criteria aligned with the learning outcomes that provide the basis for evaluating and differentiating the quality of a student's work.

c) Assessment criteria are aligned with the University grades and grade descriptors (see part 5 (Grading System) which provides the University grades, grade codes and corresponding marks and descriptors).

d) Each assessment item must publish either a marking scheme for assigning marks or a rubric that is aligned with the assessment criteria, and is used consistently by all members of a teaching team, across all campuses and all modes of teaching.

9.3 Assessment Mechanism Statement

9.3.1 The University is committed to communicating the aims and details of all summative assessments items to students.

9.3.2 Each unit includes an Assessment Mechanism Statement that:

a) lists summative assessment items, their weighting and requirements, if any, for passing the items;

b) explains how assessment items relate to the unit learning outcomes;

c) identifies the requirement(s) of any failed component, where relevant in a unit, and the consequences for not meeting that/those requirement(s);

d) specifies submission procedures and deadlines, and consequences of late, incomplete or non-submission;

e) outlines academic conduct requirements such as referencing of sources and consequences of academic misconduct as indicated in the University Policy on Academic Conduct (UP07/21);

f) notes constraints (e.g. word limits) where applicable, and consequences of breach of constraints;

g) specifies minimum requirements relating to tutorial attendance and active participation where applicable, and consequences for failing to meet minimum requirements;

h) provides information about any marks adjustment process, if applicable, and a link to this process; and

i) informs about marking schemes and/or grade criteria for each assessment item.

9.3.3 Once the Assessment Mechanism Statement is published in the Unit Outline, it may only be altered in minor details (e.g. delayed due dates), with such changes communicated to all affected students in writing via their student email and the Learning Management System.

**********IMPLEMENTATION NOTE START**********

Full implementation of clause 9.3.3 takes effect from 1 January 2018

Communication to students is made via email only until 31st December 2017.

**********IMPLEMENTATION NOTE END**********

9.3.4 Changes in the forms, methods or number of assessment items are not permitted once the teaching period has commenced.

9.4 Unit outlines

9.4.1 Faculties must ensure that unit outlines for all units are available to students electronically via the Learning Management System at least one working day prior to commencement of the semester or teaching period.

**********IMPLEMENTATION NOTE START**********

Implementation of clause 9.4.1 takes effect from 1 January 2018

During 2016 and 2017, the following clause(s) take(s) effect until 31 December 2017:

• Faculties must ensure that unit outlines are available to students at least one working day prior to commencement of the semester or teaching period.

• Faculties must ensure that all unit outlines are available online at no cost to students. , and provided free of charge in hard copy upon request.

**********IMPLEMENTATION NOTE END**********

9.4.2 Unit outlines must include:

a) unit aims and learning outcomes consistent with UWA Handbook content;

b) an Assessment Mechanism Statement;

c) confirmation as to whether recorded lectures will be available via the University's Lecture Capture System;

d) a schedule of topics, readings and other unit activities;

e) the web address for the UWA Charter of Student Rights and Responsibilities (UP07/132);

f) advice on the review and appeals process;

g) links to information on Academic Conduct Essentials (ACE) and reference to the University Policy on Academic Conduct (UP07/21);

h) contact details of the unit coordinator;

i) contact details of the Student Guild and Student Services; and

j) information on learning support through STUDYSmarter, UniAccess and the UWA Library.

10 Submission and presentation of text-based work for summative assessment

10.1 Method of submission

10.1.1 All text-based work prepared for summative assessment must be submitted in a common digital format through the University's Learning Management System.

10.1.2 The Learning Management System process requires students to declare that the work submitted for assessment is their own work. Students are required to retain their own copy of all work submitted for summative assessment.

10.1.3 All text-based summative assessments, which are worth 10 per cent or more, submitted via the Learning Management System are passed through text-matching software. A range of programs may be used for checking other forms of assessment items. Where a piece of assessment 'passes' an automated checking program, this does not in itself confirm that academic misconduct has not occurred. Markers may make other checks as appropriate.

10.1.4 Preliminary marks finalised for each summative assessment task are to be entered into and published via the Learning Management System, which is the University's approved secure repository, in a timely manner.

**********IMPLEMENTATION NOTE START**********

Implementation of sub-section 10.1 takes effect from 1 January 2018

During 2016 and 2017, the following clause(s) take(s) effect until 31 December 2017:

Faculties must develop procedures in relation to the secure recording of student marks and grades within an appropriate University recording system.

Refer to:

University Policy on Academic Conduct (UP07/21) - a current and active policy will apply. See Clause 6.1 which states the following:

"6.1 Similarity detection software is utilised at UWA and may be used to indicate potential breaches related to plagiarism".

Faculty/School/Discipline-based arrangements for submission of assignments currently will continue to be in place during 2016 and 2017.

**********IMPLEMENTATION NOTE END**********

10.2 Principles of submission and penalty for late submission

10.2.1 Deadlines for submission must be communicated to students; this communication must be clear, explicit and clearly stated via unit outlines.

10.2.2 Deadlines for submission of an assignment normally do not coincide with the pre-examination study period and the period during which formal University exams are conducted.

10.2.3 Methods for granting of extensions to the submission deadline for assessed work must ensure that all students are treated fairly and consistently. The following circumstances are not acceptable grounds for extensions:

a) inability to have an assignment word processed by the due date;

b) other assignments due on or about the due date;

c) computer, printer or internet break-down;

d) foreseeable work commitments;

e) holiday travels including overseas.

10.2.4 The following consequences of late or non-submission must be made clear to students:

a) a penalty of 5 per cent of the total mark allocated for the assessment item is deducted per day for the first 7 days (including weekends and public holidays) after which the assigned work is not accepted. Each 24-hour block is recorded from the time the assignment is due. For example, a student, who has submitted a piece of work for an assessment item late by three days and was scored a mark of 45 out of a possible mark of 50, receives after penalty a mark of 37.5 out of 50 (a mark of 2.5 is deducted per day as a penalty for each student from the mark obtained). Where there are a number of tasks within an assessment item, the late penalty may be applied holistically to the assessment item after all tasks have been completed.

b) where assignments are graded Pass/Fail, failure to submit the assignment in time may result in the student not being permitted to take the final exam at the end of the semester or a teaching period and being unable to progress to the next level of the course or to graduate in the case where it is the final unit of the course; and

c) assessments submitted later than 7 days after the deadline receive a mark of zero, unless an application for mitigation is approved in accordance with the University Policy on Assessment: Special Consideration (UP11/23).

10.3 Word count (or equivalent in non-alphabetic languages)

10.3.1 For all written assessments, where relevant, guidance is given to students on the maximum word limit in order for the learning outcomes to be assessed.

10.3.2 Where word limits apply, students must be informed of the word limit, and what is included.

10.3.3 Where relevant, students must be asked to include a word count in the submission.

10.3.4 Where an assignment exceeds the word limit, a penalty of 1 per cent of the total mark allocated for the assessment task applies for each 1 per cent in excess of the word limit or the marking ceases once the word limit is reached. The penalty for exceeding word limit for an assessment item/task in a unit must be clearly communicated to the student.

10.4 Academic referencing

10.4.1 Each unit must provide guidance and links to support materials on the most appropriate referencing style for the discipline.

11 Marking

11.1 Anonymous Marking

11.1.1 Wherever possible and practical the anonymity of students in the marking process is maintained and retained until the grade for the assessment has been formally recorded on the student record system.

11.2 Negative marking

11.2.1 Negative marking is normally not permitted to be used as part of any assessment.

11.3 Standardisation/moderation of marking

11.3.1 Moderation is employed to ensure appropriate and consistent marking standards within units, and that assessment outcomes are fair and reliable. Outcomes of a moderation process for an assessment item/task are confidential only to assessor(s) and direct reporting lines.

11.3.2 A range of different models of practice in relation to standardisation and moderation of marking may be used, reflecting discipline differences and conventions. These include, but are not limited to, the following:

a) marking standardisation exercises: where a group of assessors independently mark sample pieces of work, then compare and discuss the marks to establish consistent marking standards.

b) double blind marking: where two assessors independently mark a piece of work, then agree on a mark;

c) double open marking: where two assessors jointly mark a piece of work; and

d) second marking: where a second assessor reviews a marked piece of work to confirm or challenge the mark.

11.3.3 Standardisation/moderation of marking, using appropriate marking keys or rubric, applies to all units, with unit coordinators selecting which moderation model(s) to use by considering the:

a) nature of the material or task to be assessed;

b) number, experience and role of staff involved in the marking process;

c) level of study of the unit;

d) relative importance in terms of weighting of the assessment item;

e) significance of the decision arising from the mark awarded;

f) norms of the discipline; and

g) expertise and views of any external examiner(s).

11.3.4 To ensure consistency all summative marking processes for an assessment item/task are numerical, unless an alternative scheme is approved in accordance with part 2 (section 7) of this policy, and is clearly communicated to students.

11.4 Adjustment of marks

11.4.1 Adjustment of marks may be employed to ensure that:

a) the quality of marking across a group of students is consistent;

b) the grades awarded are a valid indicator of the achievement of a cohort; and

c) unforeseen circumstances that arise during the assessment period or in the assessment regime are rectified.

11.4.2 Adjustment of marks may be used when:

a) a cohort from one tutorial group has a considerably different average mark from the cohorts in other tutorial groups due to marking inconsistencies;

b) the average mark for the cohort differs considerably from their performance in other assessments in the same subject;

c) a single examination question, problem or assessment task proves problematic;

d) unanticipated anomalies in the shape of mark distribution occur (e.g. marks are highly concentrated in a narrow band around the median).

11.4.3 Where marks are adjusted to correct abnormal group performance:

a) the raw marks and the marking rationale must be available;

b) the adjustment function must apply to all raw marks and not reverse rank-order any student;

c) the rationale for mark adjustment and the impact on marks must be clearly recorded and maintained; and

d) the system used to identify potential units for mark adjustment must be transparent.

12 Failed component

12.1 A failed component may be assigned to an assessment item to mandate a minimum level of performance as a requirement for passing the unit. The consequences of not meeting a failed component must be made explicit to students in the Assessment Mechanism Statement.

12.2 Failed component requirements must be:

a) determined on pedagogical grounds;

b) measurable; and

c) used only where necessary to enhance student performance and to ensure mastery of core discipline elements, especially in disciplines where there are professional and/or technical applications that require students to demonstrate minimum competency standards or 'fitness to practice'.

12.3 Where a unit comprises more than one failed component requirement, the sum of all failed component requirements must not exceed 70 per cent of the total assessment for the unit, unless an exception has been granted in accordance with part 2 (section 7) of this policy.

**********IMPLEMENTATION NOTE START**********

Implementation of section 12 takes effect from 1 January 2018

During 2016 and 2017, the following clause(s) take(s) effect until 31 December 2017:

• Schools are responsible for determining, within University policy and faculty policy, assessment methods for the units they teach.

Note: Planning will need to be undertaken as part of the annual change process, via CAIDi, during 2016 and 2017 to ensure compliance from 2018.

**********IMPLEMENTATION NOTE END**********

13 Alternative assessment and arrangements

13.1 There may be exceptional circumstances, outside deferred assessment and special consideration provisions, where the following arrangements may be made for particular students:

a) alternative assessment: may, for example, be necessary if teaching resources such as prescribed texts are not available at short notice.

b) special individual arrangements: may need to be made for assessment items to be set for students for whom the carrying out of a specific assessment item, as originally set out, is not possible (such as unanticipated resource access problems or other matters). These arrangements are directly negotiated between the student and the unit coordinator with due consideration given to issues of equity and assessment validity. The agreed arrangements must be placed on the student file and lodged electronically in the student's record.

13.2 Alternative assessment arrangements to a formal invigilated exam may only be considered for students who are unable to continue during an exam due to genuine documented hardship claims and mitigating circumstances, which must be administered in accordance with the University Policy on Special Consideration (UP11/23).

14 Failure and reassessment

14.1 The Faculty may approve re-submission of a failed assessment item.

14.2 Where re-submission of a failed assessment item is approved, students have up to five University working days to produce and resubmit their work for reassessment.

14.3 Where resubmission is approved, the reassessed mark is capped at the assessment pass mark, unless an application for mitigation is approved in accordance with the University Policy on Assessment: Special Consideration (UP11/23).

14.4 To ensure consistency and fairness, reassessment in a form different from the original form of assessment to determine marks for borderline students is not permitted, unless an exception has been granted in accordance with part 2 (section 7) of this policy.

14.5 Reassessment is not available to improve upon a mark or grading above the pass level required for an assessment task in a unit.

15 Student Feedback on Summative Assessment

15.1 Students are entitled to feedback on all assessed work.

15.2 Student feedback needs to be fit for purpose and may:

a) fulfil a range of purposes, including clarifying, troubleshooting, correcting, encouraging and explaining;

b) come from many sources, including teaching staff, fellow-students, professional practitioners, students' themselves (personal reflections) and external audiences; and

c) use methods most suitable for student development and engagement, including appropriate technologies (e.g. recording spoken feedback).

15.3 Each unit must provide opportunities for students to receive feedback on their ongoing performance and achievements for each assessment item.

15.4 Feedback must be clearly linked to the learning outcomes and assessment criteria.

15.5 Feedback must be:

a) prompt: being provided within 15 University working days of the assessment item's published submission date, and at least one week before the next assessment item is due;

b) informative: highlighting strengths and weaknesses with specific examples and explanations; and

c) helpful: offering suggestions about how to improve.

15.6 The provision of feedback must be regularly monitored in quality assurance procedures (e.g. SURFs, CEQs, course reviews) and appropriate action taken to address concerns raised.

15.7 Feedback on examination performance may take the form of generic feedback to a student group, e.g. in the form of an 'examiner's report' on each question or similar.

15.7.1 Students are entitled to view their marked examination script within five University working days from receipt of release of results or during the first week of the next semester or trimester; however, this examination script remains the property of the University.

16 Student mobility (Study Abroad) and assessment

16.1 The treatment of assessment during a period of study abroad must be clear and transparent.

16.2 Results obtained overseas during approved study abroad/exchange programs are normally recorded on a pass/fail basis only, and normally excluded from any calculations for postgraduate or honours applications.

16.3 Where host universities are well known, and especially where exchange agreements are in place, the University may recognise the grades awarded (where appropriate) and create conversion tables so that grades achieved abroad may be used within a WAM calculation at Level 3. If such tables are produced or updated, they must be presented by the Admissions Centre to the Dean of Coursework Studies for verification on an annual basis.

16.4 In advance of choosing a study abroad unit, students must be informed how their marks, grades or credits are treated when they return.

17 Ownership and archiving of students' assessed work

17.1 Students hold the intellectual property inherent in all work produced for assessments.

17.2 Material produced by students for assessment (essays, projects, dissertations, artworks, digital artefacts, etc.) may be retained pending confirmation of marks awarded by the assessor/board of examiners, possible reviews and appeals and quality audits.

17.3 With the exception of examination scripts, the University endeavours to return to students all assessed work, where applicable.

17.4 Non-digital assessment tasks that have not been collected by the student are retained by the University for six months, after which time they may be disposed of. Arrangements for the disposal of such work are the responsibility of the relevant School.

18 Allegations of cheating and academic conduct

18.1 The University investigates all cases of alleged cheating and academic misconduct and where upheld imposes penalties in accordance with the University Policy on Academic Conduct (UP07/21).

19 Review and appeal

19.1 In cases where there is dissatisfaction with an assessment outcome or result a student may request a review of the academic decision under the University Policy on Review and Appeal of Academic Decisions relating to Students (UP15/1).

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PART 4: EXAMINATIONS

Preamble

Part 4 of the policy deals with the types of examinations held at the University and sets out the principles for ensuring consistency in the conduct and management of examinations.

Policy statement:

20 Administration of examinations

20.1 Types of examinations offered to students may include:

a) formal University examinations held during the official examination period and administered by Student Administration; or

b) formal University exam timetable deviations administered by Student Administration; or

c) faculty or school examinations held outside the official examination period.

20.2 The frequency and nature of examinations must be decided by faculties in line with any constraints imposed by policies of the University.

20.3 Student Administration, Faculties and the Albany Campus determine appropriate venues where examinations are to be conducted.

20.4 In extreme mitigating circumstances, the Senior Deputy Vice-Chancellor and Registrar's delegate (Associate Director, Student Administration) may approve a venue other than as in 20.3.

21 Formal University examinations

21.1 Formal University examinations referred to in 20.1 (a) include the following:

Examination type

Examination Period

Time

Location

Venue

Initial semester / trimester exam / summer exam

Following each semester, trimester or summer session

8.30am - 6.30pm Monday to Saturday inclusive

Generally Crawley and Albany campuses

Venue on the campus at which the unit was taught

Supplementary exam

Usually 4 weeks before the start of first semester and where practicable the week before commencement of second semester in consultation with Student Administration

same campus as the initial examination

Venue on the campus at which the initial examination took place

Deferred exam (excluding summer session)

21.2 All formal University examinations are administered for 2 hours only.

21.2.1 Where an examination in a unit requires a longer duration than that specified in 21.2, the examination component may be redesigned with a view to adopting a blended approach of a faculty/school administered mid-semester examination and a University administered semester examination of 2 hours.

21.3 Where examination is available in a unit, the exam paper must be set in a way that demonstrates a level of distinctiveness (at least 50 per cent) from that set in the unit's previous teaching period.

21.4 Non-standard duration formal University examinations must be approved by the relevant board and Student Administration.

21.5 Deferred examinations may be approved by the Faculty, in liaison with Student Administration, in one or more units if a student was absent from an examination thorough circumstances that fall under the University Policy on Assessment: Special Consideration (UP11/23).

21.6 Where supplementary examination is available in a unit, the examination is normally available in relation to the:

a) initial semester / trimester examination; and

b) deferred examination unless it is not feasible to offer such opportunity because of logistical limitations.

21.6.1 Where supplementary and/or deferred examination is available in a unit, the exam paper must be set in a way that demonstrates a level of distinctiveness (at least 25 per cent) from that set for the initial exam.

Procedures - main round examination

1. Student Administration commences Stage one examination data collection in Week 1 and Stage Two examination data collection process in Week 8 of the teaching period.

2. The examination question paper must be submitted along with the Stage Two examination data collection process by Week 8 of the teaching period.

3. As part of Stage two data collection process the submitting officer will be asked to declare that 50% distinctiveness exists from the previous teaching period examination paper.

Procedures - deferred and Supplementary examination

4. Student Administration commences examination data collection process for Deferred and Supplementary exams the Week after the examination period.

5. As part of the Deferred and Supplementary data collection process the submitting officer will be asked to declare that 25% distinctiveness exists from the main round semester examination paper.

6. Student Administration will undertake a one percent audit on submitted examination papers at the conclusion of the examination rounds to verify distinctiveness; outcomes will be reported back to Faculties for consideration

21.6.2 The requirements that students must meet to qualify for a supplementary assessment, including examination are as follows:

Course Type

Unit type

supplementary assessment

Requirements to qualify for supplementary assessment, where failed component is available

Under-graduate

Level 1, Level 2 and Level 3 units

May be available ONLY for unit(s) with failed component(s)

at least a mark of 45 overall in the unit; and

at least a mark of 45 in the failed component

Must be provided if the unit is the last remaining unit in an undergraduate course*

at least a mark of 45 overall in the unit; and

at least a mark of 45 in the failed component

May be available if the unit is being taught out or no unit of similar content will be available in the next academic year

at least a mark of 40 overall in the unit; and

at least a mark of 40 in the failed component

Post-graduate

Level 4/ Level 5/Level 6 units

Not available*

As per case submitted by Faculty to the Curriculum Committee

*Exception for a particular unit requires the Faculty to apply to the Curriculum Committee.

**********IMPLEMENTATION NOTE START**********

Implementation of clause 21.6.2 takes effect from 1 January 2018

During 2016 and 2017, the following clause(s) take(s) effect until 31 December 2017:

• Faculties have responsibility to determine the availability of supplementary assessment in individual units and the rules that apply to satisfactory progress in courses.

• To be eligible for supplementary assessment in a unit in which an opportunity for supplementary assessment is available, a student must have obtained a mark of 45 to 49 inclusive in the unit.

• If a unit in which an opportunity for supplementary assessment available is one for which a result of FC (Failed Component) is possible, to be eligible for supplementary assessment a student must have obtained a mark of at least 45 in the unit and a mark of at least 45 in the failed component.

• The unit description and Assessment Mechanism Statement must state whether or not an opportunity for supplementary assessment is available in the unit.

• A faculty may make an opportunity for supplementary assessment available in a Level 1 unit.

• If a student in an undergraduate pass degree course has obtained a mark of 45 to 49 inclusive in the unit in which they are currently enrolled and it is the only remaining unit that the student must pass in order to complete their course, the relevant Board of Examiners must provide the student with an opportunity for supplementary examination in the unit, unless the faculty has been granted an exemption by the Academic Board in the case of the unit concerned.

• A faculty may provide an opportunity for supplementary assessment to a student who has obtained a mark of at least 40 in an undergraduate unit of any level in which the student is currently enrolled if-

- the unit is being offered for the last time; and

- no unit with similar content will be available in the next academic year.

• If a result of FC (Failed Component) is available for the unit described in (1), a faculty may provide an opportunity for supplementary assessment to a student who has obtained a mark of at least 40 in the unit and a mark of at least 40 in the failed component.

Note: Planning will need to be undertaken as part of the annual change process, via CAIDi, during 2016 and 2017 to ensure compliance from 2018.

**********IMPLEMENTATION NOTE END**********

22 Formal University Exam Timetable Deviation

22.1 The University offers an exam timetable deviation in recognition of religious needs and to ensure ongoing compliance with the Disability Discrimination Act 1992, Disability Standards for Education 2005, and the Elite Athlete Friendly University Network Agreement.

22.2 Exam timetable deviation arrangements must not result in the lowering of academic standards or affect the integrity of the examination process.

Procedure

Requests for an exam timetable deviation are administered in accordance with the University Policy on Assessment: Special Consideration. The eligibility requirements for such requests are set out in Schedule B.

23 Faculty Examinations

23.1 Examinations held outside the official period referred to in 20.1 (c) include, but are not limited to, the following:

Other examination types

Examination period

Mid-term examinations

Mid / during semester or mid / during trimester examinations.

Deferred summer session examination

Following the initial summer session exam

24 Management of formal University examinations

24.1 Student Administration must:

a) organise all supplementary, deferred formal and standard duration examinations, regardless of the number of students sitting the examination;

b) provide an examination timetable to students including the times, dates and places for initial, supplementary and deferred examinations;

c) notify students via email when the examination timetable is available within the timeframes as follows:

Examination types

Release of timetable to students

Initial

5 weeks before the examination period

Deferred

3 days before the scheduled examination

Supplementary

3 days before the scheduled examination

d) process and issue of final unit results in accordance with Part 5 (Grading System) of this policy as soon as possible after completion of the unit; and

e) provide feedback to heads of schools on matters within the school's control that contribute to difficulties in examinations.

24.2 Information about examination times are not given to students over the telephone.

24.3 No one other than Student Administration publishes examination timetable information on the web.

24.4 Students are responsible for accessing their examination timetable through StudentConnect.

25 Invigilation

25.1 Invigilation in all central examination venues during the formal University examination periods must be carried out by invigilators appointed by the Examinations Office, Student Administration.

25.2 All invigilators must attend a training session prior to their first invigilation session.

25.3 During the conduct of an examination, invigilators are required to:

a) provide instructions immediately prior to commencement regarding the conduct of an examination, and making students aware they can take notes and start their answers at any time.

b) accompany to the University Medical Centre, where appropriate, any student who needs to leave an examination venue due to illness.

c) report to the student's allocated course advising faculty student office, via Student Administration, any student found with unauthorised material.

26 Contacting examiners during formal University examination

26.1 The academic member(s) or staff responsible for writing the examination paper or their delegates with knowledge of the paper content must:

a) be present in the examination venue(s) at the commencement and during the first ten minutes of any examination for which they are responsible.

b) be available to answer questions from invigilators or examination office staff members while any examination, for which they are responsible, is in progress.

c) attend an examination venue immediately to answer any queries, including when:

  • alterations are required to their question paper; or
  • one or more students have requested information about a paper and the invigilators consider they cannot convey the answer accurately to the student(s).

27 Exam rules for students

27.1 Any student who commits any breach of the rules set out in this section or is guilty of any misconduct in relation to the examination is subject to action under Statute 17 - Student Discipline.

27.2 Student identification

27.2.1 For all examinations, students must present their student ID card as a form of photographic identification and verification.

27.3 Behaviour during an examination

27.3.1 Students must obey all instructions relating to the conduct of an examination given by an examination supervisor or invigilator. Instructions are given prior to the commencement of an examination and students must be aware of them, if unclear or unable to hear they may ask the supervisor to repeat the instructions.

27.3.2 Students requiring assistance during the examination must raise their arm and wait for an invigilator to come to them.

27.3.3 No communication by word or otherwise between students is allowed in the examination room. Students are subject to disciplinary action if found to be communicating with other students in the examination room.

27.3.4 Smoking and, unless authorised, eating is not permitted in any examination venue.

27.3.5 Students may only bring authorised materials into the examination room. Any student who has brought any unauthorised material whatsoever into the examination room must declare it to the supervisor immediately.

27.3.6 Where a candidate has been found to have unauthorised material, in whatever form, in the vicinity of their desk or on them, whether in the examination room or the toilets or en route to / from the toilets, the matter is reported, via Student Administration, to the student's allocated course advising faculty student office and disciplinary action is normally taken against them regardless of whether the material has been used at the time it is found.

27.3.7 A student whose conduct is, in the opinion of the Chief Invigilator, disturbing to other students and who persists in such behaviour after receiving a warning from an invigilator may be required to end their examination and leave the venue.

27.3.8 In the event of an emergency, students must follow the instructions given by the invigilators and during an evacuation must refrain from talking or communicating in any other way to anyone except an invigilator.

27.3.9 Academic misconduct, including cheating in examinations, is dealt in accordance with Statute 17 - Student Discipline, the Regulations for Student Conduct and Discipline, and the University Policy on Academic Conduct (UP07/21).

27.4 Exam booklets and written responses

27.4.1 Students must not remove pages from answer books or the answer books from the examination room. Such action may be treated under Statute 17 - Student Discipline.

27.4.2 Students must write their examination answers in biro or ink, unless otherwise instructed.

27.4.3 Students whose writing is illegible may be required to have the Schools to organise for their examination answers typed at their own expense or may be recorded as fail.

27.5 Entering and leaving the examination venue

27.5.1 Students may not enter the examination venue until instructed to do so by the Chief Invigilator.

27.5.2 Students are not permitted to enter the examination room more than half an hour after the commencement of the exam.

27.5.3 Arrangements may be made for a student to leave the examination room temporarily under supervision but no student is permitted to leave the examination room until after the expiration of thirty minutes from the commencement of the examination, except in special circumstances.

27.5.4 Where the time of a School-based examination is of one hour duration or less no student is permitted to leave the venue after the commencement of the examination.

27.5.5 Where a student has been permitted by the Chief Invigilator to leave an examination room due to illness, the student is required to seek medical advice on the same day of the exam.

27.5.6 Students are advised ten minutes before the end that the examination is about to conclude. No student must leave their seat until all question papers / answer books have been collected and the announcement is made that students may leave the room.

27.6 Arriving late for an examination

27.6.1 Students arriving late for examinations:

a) are admitted to the examination hall without question during the first half-hour of the examination period but no additional time is made available to students to complete their examination.

b) are not permitted to take the exam in its entirety at an alternative time.

27.7 Failure to attend an examination

27.7.1 Failure to attend an examination may only be excused in the case of serious illness or exceptional personal circumstances. Applications for mitigation may be submitted in accordance with the University Policy on Assessment: Special Consideration (UP11/23).

28 Permitted materials in formal University examinations

28.1 No student may take into the examination room books, papers or electronic aids unless specifically authorised by the Faculty.

28.2 Students bringing pencils, pens and other such items have the option to carry them in a transparent pencil case or bag. Other pencil cases must be left in designated areas.

28.3 Students are not permitted to keep any electronic devices including mobile telephones, music players, or smart watches, on their person during examinations unless with the prior written permission of the Examinations Officer (see section 28.5 on use of calculators in Examinations).

28.4 No student may bring any food and drink into the examination venue, with the exception of water in a transparent bottle from which all labels have been removed.

28.5 Use of calculators in examinations

28.5.1 Calculators with the following capabilities must not be taken into an examination venue:

  • programmable;
  • able to display graphics; or
  • have the capacity to communicate with other devices, including but not limited to Bluetooth.

28.5.2 Student Administration, in consultation with the Faculty of Computing, Engineering and Mathematics, must approve and publish on its website all calculators permitted to be taken into examination venues.

28.5.3 Faculties must adhere to the approved list when stipulating calculators for use in examinations.

28.5.4 Students must be informed whether or not a calculator is permitted in an examination, and where permitted, be provided with:

  • a list of approved calculators; and
  • a link to this policy.

28.5.5 All calculators taken into an examination venue must be approved and identifiable by a non-removable and non-transferable approved sticker that has been attached by an authorised body or position comprising staff from Student Administration, Course Advising Faculty Student Office, or the Co-op bookshop.

28.5.6 Calculators without an approved sticker taken into any examination or test are removed from the student and returned at the end of the examination or test.

28.5.7 Students who do not have an approved calculator are permitted to sit the examination or test but are not provided with a calculator.

Procedures

Data collection process and publication:

1. Student Administration commences Stage Two examination data collection process Week 3 of teaching period.

2. As part of the examination data collection process referred to in 1, Faculties are required to identify the units in which the use of calculator is authorised during the University's formal examination.

3. Student Administration (Examinations Office) consults and confers with the Faculty of Engineering, Computing and Mathematics for updates to list of permissible calculators.

4. Student Administration (Examinations Office) publishes reference list on its web at: http://www.governance.uwa.edu.au/procedures/policies/policies-and-procedures?policy=UP07%2F119 and also via AskUWA.

Administration of the use of calculators during formal examinations

5. Student Administration (Examinations Office) provides, through the Examination cover sheet, a list of the Units authorised for use of calculators during examination to invigilators.

6. Students must seek authorisation, in the form of an identifiable, non-removable and non-transferable approved sticker, from one of the following offices for the use of an approved calculator during formal examination: Student Administration, Course advising Faculty Student Office, Co-op Bookshop.

7. Offices responsible for granting authorisation of the use of approved calculator must obtain the approved stickers from Student Administration (Examinations Office).

8. The approved stickers must be affixed to the calculator in a way that it is clearly visible.

9. Any calculators identified during an examination that do not have an approved sticker affixed will be confiscated until the conclusion of the examination.

29 Review of academic decisions relating to students

29.1 A student who is dissatisfied with a decision regarding examinations may request for a review of that decision in accordance with the University Policy on Review and Appeal of Academic Decisions Relating to Students (UP15/1).

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PART 5: GRADING SYSTEM

Preamble

This policy sets out the formal principles and requirements for the provisions of final results for undergraduate and postgraduate coursework units. It also aims to ensure that the amendment of examination results and other academic decisions found to be in error after notification to the student, is both equitable, and an accurate record of student achievement.

Policy statement:

30 General principles

30.1 The University ensures that final results appear in notifications of examination results and on academic records.

30.2 Final grades and marks in a unit must not be divulged to individual students before the official release of results by Student Administration.

30.3 The final results for undergraduate units and postgraduate coursework units may be expressed:

a) both as a percentage mark and a grade derived from that mark; or

b) solely as a grade without a percentage mark.

30.4 The University grades derived from percentage marks are:

Grades

Grade Code

Marks:

Descriptor

Higher Distinction

(equivalent to Honours Class I (H1) in intent)

80-100

Excellent performance indicating complete and comprehensive understanding and/or application of the subject matter; achieves all intended unit learning outcomes linked to the assessment tasks; minimal or no errors of fact, omission and/or application present; clear and unambiguous evidence of possession of a very high level of required skills; demonstrated very high level of interpretive and/or analytical ability and intellectual initiative; very high level of competence.

Distinction

(equivalent to Honours Class II, Division 1 (H2A) in intent)

70-79

Very good performance indicating reasonably complete and comprehensive understanding and/or application of the subject matter; achieves all basic and most higher-order unit learning outcomes linked to the assessment items; some minor flaws; clear and unambiguous evidence of possession of a high level of required skills; demonstrated high level of interpretive and/or analytical ability and intellectual initiative; high level of competence.

Credit Pass

(equivalent to Honours Class II, Division 2 (H2B) in intent)

60-69

Good performance indicating reasonable and well-rounded understanding and/or application of the subject matter; achieves all basic but only a few higher-order intended unit learning outcomes linked to the items; a few more serious flaws or several minor ones; clear and unambiguous evidence of possession of a reasonable level of most required skills; demonstrated reasonable level of interpretive and/or analytical ability and intellectual initiative; reasonable level of competence.

Pass

(equivalent to Honours Class 3 (H3) in intent)

50-59

Satisfactory performance indicating adequate but incomplete or less well-rounded understanding and/or less well-rounded understanding and/or application of the subject matter; achieves many basic but very few or none of the higher-order intended unit learning outcomes linked to the assessment items; several flaws or many minor ones; clear and unambiguous evidence of possession of an adequate level of an acceptable number of required skills; demonstrated adequate level of interpretive and/or analytical ability and intellectual initiative; adequate level of competence.

Fail

45-49

Unsatisfactory performance indicating inadequate and insufficient understanding and/or application of the subject matter; achieves few or none of the basic and higher-order intended unit learning outcomes linked to assessment items; numerous substantive errors of fact, omission and/or application present; clear and unambiguous evidence of non-possession of most or all required skills; insufficiently demonstrated level of interpretive and/or analytical ability and intellectual initiative; fails to address the specific criteria; inadequate level of competence.

Fail

0-44

Poor performance indicating inadequate and insufficient understanding and/or application of the subject matter; achieves few or none of the basic and higher-order intended unit learning outcomes linked to assessment items; extensively numerous substantive errors of fact, omission and/or application present; clear and unambiguous evidence of non-possession of most or all required skills; insufficiently demonstrated level of interpretive and/or analytical ability and intellectual initiative; fails to address the specific criteria; inadequate level of competence.

30.4.1 To ensure parity in marking standards across units, courses and disciplines, the cohort being awarded a higher distinction and a distinction in undergraduate units at Level 1, Level 2 and Level 3 must not exceed 50 per cent.

30.4.2 Any variation to 30.4.1, in particular due to the size of a cohort or other variables, must be approved in accordance with part 2 (section 7) of this policy.

30.4.3 Where the size of a cohort in a unit is less than 15 students an exemption to 30.4.1 is not required.

**********IMPLEMENTATION NOTE START**********

Implementation of clause 30.4.1 - 30.4.3 takes effect from 1 January 2018

**********IMPLEMENTATION NOTE END**********

30.5 A final result for a unit may be expressed solely as a grade without a percentage mark under the following circumstances:

Circumstances

Grade obtained

Descriptor

(i) When a student has achieved a mark of at least 50 but failed a component that must be passed in order to pass the unit

(FC)

Failed Component

(ii) Completion of work for a supplementary assessment, including examination

(PS)

Passed Supplementary, in which case a mark equivalent to the minimum pass mark is recorded

(FS)

Failed supplementary in which case the original mark remains

(iii) Where certain categories of units are exempt from the requirement to have final results expressed as both a percentage mark and a letter grade (see section 31)

(UP)

Ungraded Pass

(UF)

Ungraded Fail

31 Exemption categories of units using the Ungraded Pass and Ungraded Fail grading scheme

31.1 The broad types of units, referred to in 30.5 (iii), are as follows:

a) Category 1: A unit assessed externally is one in which the involvement of external assessors makes it difficult to compare students' performance in an equitable manner (for example, in-country units, cross-institutional enrolments and practicum units);

b) Category 2: A unit involving group activity in which individual contributions of students cannot be distinguished from those of the group (for example, participation in the University Chorale/Orchestra and compulsory field tours);

c) Category 3: A unit involving skill acquisition and where attendance and participation is sufficient (for example, use of medical equipment, legal skills such as negotiation and mediation);

d) Category 4: A unit in which an acceptable case for exemption has been made for an individual student or an assessment item (for example, an assessment alternative to formal University exams in which a student is unable to continue due to mitigating circumstances).

31.2 The ungraded pass and ungraded fail grading scheme, for the categories of units referred to in 31.1, must be approved by the relevant board.

31.3 Proposals for new units or changes to existing units must indicate whether the proposed grading scheme is ungraded pass and ungraded fail, and if so, into which of the exemption categories, referred to in 31.1, the unit falls.

31.4 Ungraded fails have the value of zero in calculations of the Grade Point Average.

32 Amending results and other academic decisions

32.1 The University must formally amend its records and notify students irrespective of outcome, where errors have occurred in the process of:

a) calculating and reporting final mark or grade;

b) making academic decisions for admission to courses;

c) assigning or removing progress status;

d) awarding scholarships; or

e) similar situations where errors have been made.

32.2 Where possible, the University strives to ensure that an error found to be made after formal notification of an error referred to in 32.1, does not result in any student at the University losing an opportunity already granted, or prevented from accessing an opportunity that may have otherwise been made available.

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Related forms: (Link)

TRIM File No:

F74883

Contact position:

Academic Secretary

Related Policies or legislation:

University Policy on Assessment: Special Consideration (UP11/23)

University Policy on Review and Appeal of Academic Decision (UP15/1)

University Policy on Academic Conduct (UP07/21)

University Charter of student rights and responsibilities (UP07/132)

Grades and Marks Explained

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