Assessment Policy
UNIVERSITY OF CANBERRA
ASSESSMENT POLICY
Date of effect
Approval
Supporting document
9 December 2013
Original approval: Academic Board Meeting No. 01/5 – 13 August 2001.
Amended annually.
Revised: Academic Board 2010/4 - 12 July 2010
Amendment approved Academic Board 2012/3 21 May 2012
Amendment approved Academic Board 2013/Sp1, 9 December 2013
Amendment approved Academic Board 14/4 – 7 July 2014
Assessment Procedures
TABLE OF CONTENTS
A. INTRODUCTION ...................................................................................................................................................... 1 B. KEY PRINCIPLES.................................................................................................................................................... 2 C. PRINCIPLES ............................................................................................................................................................. 3 SECTION 1
SECTION 2
SECTION 3
SECTION 4
SECTION 5
SECTION 6
SECTION 7
SECTION 8
LEARNING OUTCOMES .................................................................................................................. 3 UNIT OUTLINES ................................................................................................................................ 3 ASSESSMENT ITEMS ...................................................................................................................... 4 FEEDBACK ......................................................................................................................................... 5 GRADES .............................................................................................................................................. 6 MODERATION.................................................................................................................................... 7 RECORD KEEPING AND ASSESSMENT .................................................................................... 7 QUALITY ASSURANCE.................................................................................................................... 8 D. RELEVANT INFORMATION .................................................................................................................................. 8 DEFINITIONS .......................................................................................................................................................... 10 A. INTRODUCTION
Purpose of the policy
This document sets out policy for the assessment of student learning at the University of
Canberra.
Scope
This policy identifies key aspects of the assessment process in relation to units and courses,
setting out principles regarding:
 learning outcomes
 unit outlines
 assessment items
 feedback
 grades
 moderation
 record keeping and assessment
 quality assurance.
The Assessment Procedures sets out processes and responsibilities for the above matters.
This policy applies to all assessment of student work in coursework units, wherever and
however the units are delivered, at undergraduate and postgraduate level. Associated policies
are the Examination Policy, the Deferred Examination Policy, and the Supplementary
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Assessment Policy. Policy and procedures for assessment in higher degree by research
courses are in Higher Degrees by Research: Policy and Procedures (the Gold Book).
This policy refers to summative assessment unless otherwise stated.
Legislative context
This policy constitutes part of the procedures approved by the Academic Board in accordance
with Rule 13 of the Courses and Awards (Courses of Study) Rules 2013.
University legislation relevant to assessment includes the Student Conduct Rules 2012. These
rules are made under the Student Conduct Statute 1992.
This policy is approved by Academic Board. Amendments and variations to the policy require
Academic Board approval.
B. KEY PRINCIPLES
1. The learning outcomes of a unit are the criteria against which academic staff make
judgments about student learning. They inform the appropriate teaching methods and forms
of assessment in the unit.
Assessment items, and the methods and content of the unit, will be explicitly aligned with
one or more unit learning outcomes. This is referred to as constructive alignment.
2. Unit learning outcomes are conveyed to students in the unit outline, which provides
information on assessment requirements. The unit outline represents an agreement
between the University and each student.
3. The performance of each student is individually assessed against the learning outcomes of
the unit independently of the assessment of other students in the unit. This is referred to as
criterion-referenced assessment.
4. Students will be provided with timely and constructive feedback on assessment items that is
explicitly related to the learning outcomes of the unit. Feedback will support student learning
and include advice on how performance can be improved.
5. Student performance is recorded in the form of marks and grades in relation to a set of
agreed standards known as grade descriptors. These standards are applicable across all
disciplines and professional fields.
6. The standard of assessment in a unit will be equivalent wherever and however the unit is
delivered. Assessment will be moderated to ensure that judgments of students’
performance are consistent, transparent, reliable and valid.
7. The keeping of records of assessment processes, samples and outcomes is required for
University accountability to students, staff and the community.
8. At the University of Canberra, quality assurance for assessment processes and outcomes
is provided by faculty assessment boards, faculty boards, the University Education
Committee, and Academic Board.
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C. PRINCIPLES
SECTION 1 LEARNING OUTCOMES
1.1
Key principle: The learning outcomes of a unit are the criteria against which academic
staff make judgments about student learning. They inform the appropriate teaching
methods and forms of assessment in the unit.
Assessment items, and the methods and content of the unit, will be explicitly aligned with
one or more unit learning outcomes. This is referred to as constructive alignment.
1.2
The learning outcomes of a unit describe the knowledge, skills and attitudes that
students are expected to be able to demonstrate on completion of the unit. Learning
outcomes may also encompass qualities such as ethical behaviour, professional
conduct and scholarship.
1.3
Learning outcomes relate to the objectives of the course or courses for which that unit is
an academic requirement and the profession or discipline for which the student is
preparing.
1.4
The learning outcomes of required units in a course are conceptually, developmentally
and sequentially interrelated. This is to ensure students who complete all the units will
have met the course objectives and acquired the generic skills identified for graduates
of UC courses.
1.5
The learning outcomes of a unit reflect:
 standards in higher education in general
 the particular discipline or professional field
 the generic skills expected of graduates
 the level of study of the unit.
SECTION 2 UNIT OUTLINES
2.1
Key principle: Unit learning outcomes are conveyed to students in the unit outline,
which provides information on assessment requirements. The unit outline represents an
agreement between the University and each student.
2.2
The unit outline is an official document that describes:
(a) the nature of the unit;
(b) the learning outcomes of the unit, including generic skills;
(c) how the unit is delivered and assessed;
(d) the specific requirements students have to meet in order to complete the unit
successfully; and
(e) information specific to the unit.
2.3
The purposes of the unit outline are to:
(a) communicate to students the nature of the unit, what it is intended they will learn in
the unit and the assessment requirements;
(b) constitute an agreement between the University and the student as to how the unit
will be taught and assessed; and
(c) communicate to other staff in the University, to staff in other institutions,
professional accreditation bodies and employers what students will learn if they
successfully complete the unit.
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2.4
Unit outlines are issued for all undergraduate, graduate and postgraduate coursework
units. Each unit should have its own unit outline. Different offering of a unit will have
separate outlines where information and activities differ.
2.5
Teaching and assessment in the unit must be conducted as specified in the unit outline.
Strict conditions apply to any change of unit requirements, or introduction of new
requirements from those set out in the unit outline. See Procedures 2.9.
SECTION 3 ASSESSMENT ITEMS
Note: Examinations are a form of assessment item. See the Examination Policy.
3.1
Key principle: The performance of each student is individually assessed against the
learning outcomes of the unit independently of the assessment of other students in the
unit. This is referred to as criterion-referenced assessment.
3.2
Assessment items are the means by which:
(a) students are able to demonstrate the extent to which they have achieved the
specific learning outcomes of the unit; and
(b) staff make judgments about the extent to which learning outcomes have been
achieved.
3.3
Assessment items will be reliable and valid indicators of student performance in relation
to the learning outcomes (including generic skills).
3.4
Good practice in assessment requires:
(a) assessing the achievement of learning outcomes in a unit through several
assessment items so that students have a number of opportunities to demonstrate
what they know and are able to do; and
(b) the use of different types of assessment items to address the needs of different
students and different learning outcomes.
3.5
Assessment of a unit will not rely on a final examination as the only form of assessment.
3.6
Where assessment for a unit involves group work, assessment items should
appropriately balance individual and group work. See Procedures 3.4-8.
3.7
The set of assessment items for each unit will assess student achievement on the full
range of specified learning outcomes.
3.8
Design of assessment items will take into account, as appropriate, work-integrated
learning; interdisciplinary study; research-led teaching; cultural and global competencies
and staff capability; and student access, choice and flexibility.
3.9
All assessment items (except written examinations) will be submitted electronically,
unless otherwise approved by the Associate Dean (Education).
3.10
Assessment will be based only on judgments of student performance in relation to the
learning outcomes of a unit. Students will not be rewarded or penalised for activities
unrelated to learning outcomes.
3.11
Participation in activities such as laboratory classes, fieldwork or work placements may
be required if essential for successful completion of the learning outcomes for
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professional reasons such as accreditation. In such cases, this requirement will be
specified in the unit outline.
3.12
Student evaluation of a unit, for example in student surveys, for the purpose of providing
feedback to academic staff is not part of the assessment of student learning.
3.13
Assessment processes must be inclusive and equitable.
3.14
The onus rests with the student for clarifying with the unit convener any doubts about the
requirements of particular assessment items or procedures.
3.15
Special consideration is consideration given to students whose performance in a unit
may be affected by unavoidable and adverse circumstances. Special consideration will
normally result in extensions of time for submission of assessment items (see
Procedures 3.9) or deferred examinations (see the Deferred Examination Policy).
3.16
Supplementary assessment (including supplementary examinations) is a form of
assessment designed to give eligible students a second chance to pass a final unit of
study. See the Supplementary Assessment Policy.
Mastery Assessment
3.17 Certain units may be approved by Academic Board as using a Mastery assessment
methodology, for all or some of the learning outcomes of that unit.
3.18
Under this methodology, students who demonstrate they have met certain learning
outcomes for the unit will not be required to complete assessment items linked solely to
those learning outcomes.
3.19
Furthermore, students will be given the opportunity to complete additional assessment
pieces until they have demonstrated they have met learning outcomes for the unit linked
to those assessment items.
3.20
Information on Mastery assessment must be detailed in the Unit Outline.
ePortfolio Assessment
3.21 Certain units may be approved by Academic Board as using ePortfolio assessment
methodology.
3.22
Use of ePortfolios must be embedded in the curriculum and aligned to learning
outcomes and assessment.
3.24
Use of ePortfolios can be used in both formative and summative assessment.
3.25
Information on ePortfolio assessment must be detailed in the Unit Outline.
3.26
Marking guidelines for students in assessment by ePortfolio must use clear rubrics.
3.27
Information contained in ePortfolio systems must respect confidentiality due to the
shared nature of ePortfolios, persistent nature of digital artefacts, and unforeseeable
future use of the information.
SECTION 4 FEEDBACK
4.1
Key principle: Students will be provided with timely and constructive feedback on
assessment items that is explicitly related to the learning outcomes of the unit. Feedback
will support student learning and include advice on how performance can be improved.
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4.2
In the context of assessment, feedback is information returned to students on their
progress in their course or unit. The purpose of feedback is to provide students with
information on:
(a) what they have learnt and how effectively they are learning;
(b) what standard of performance they have achieved; and
(c) what they need to do to improve that standard of performance.
4.3
Students will be provided with feedback on all assessment items whether they count
towards a grade or not.
4.4
Students will be given feedback on assessment items at an early stage after a unit
commences, particularly in the first semester or year of a course.
4.5
Both qualitative and quantitative feedback are necessary for student learning.
4.6
Students will be given the opportunity to discuss their performance and the feedback
they have received with an appropriate member of the academic staff.
4.7
Assessment by academic staff should be accompanied by opportunities for students to
assess both their own performance (self-assessment) and the performance of others
(peer assessment).
SECTION 5 GRADES
5.1
Key principle: Student performance is recorded in the form of marks and grades in
relation to a set of agreed standards known as grade descriptors. These standards are
applicable across all disciplines and professional fields.
5.2
Grades (for example, pass, credit, distinction) are symbols that indicate either the level
of student performance in an assessment item or overall performance in a unit against
specified standards. The final grade in a unit provides a final statement for the student
and the community of the student’s achievement of the learning outcomes in that unit.
5.3
The awarding of a final grade in a unit represents the aggregation of a series of prior
assessments of student performance in that unit.
5.4
Students should not normally be surprised by their final grade if a unit is assessed
according to good assessment practice through a variety of items with timely,
constructive feedback. However, on occasion final grades may not meet the
expectations of students (see examples in Procedures 5.2).
5.5
In some units, it is appropriate to require students to pass all or specified items of
assessment to achieve a pass grade in the unit (see examples in Procedures 5.3). A fail
grade may be awarded in these circumstances even though an aggregate result from
individual assessment items might indicate a pass.
5.6
Grades reflect an individual student’s performance in relation to pre-defined standards
set out as grade descriptors. The awarding of grades is an issue of professional
judgment. Such judgments will be consistent both within and across units. Moderation
processes (see Section 6) help ensure consistency of grade allocation.
5.7
Students will be awarded a mark for each assessment item unless the item or unit is
assessed on a pass/fail basis only or the assessment is formative and does not
contribute to the final grade.
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5.8
Units with ungraded passes will be minimised at undergraduate level. Pass/fail grades
only may apply to units or unit components where professional standards call for
assessment without marks.
5.9
Students may lodge grievances in relation to unit results through the procedures in the
Student Grievance Resolution Policy.
SECTION 6 MODERATION
6.1
Key principle: The standard of assessment in a unit will be equivalent wherever and
however the unit is delivered. Assessment will be moderated to ensure that judgments
of students’ performance are consistent, transparent, reliable and valid.
6.2
Moderation is a process whereby academic staff responsible for assessment in a course
or unit reach consensus about levels of student performance in relation to a set of
agreed standards. Moderation enables judgments made by different staff involved in
assessing student performance to be compared and either validated or moderated.
6.3
Moderation is fundamental to good assessment practice. The purpose of moderation is
to:
(a) maintain agreed standards in the assessment of student work through a valid,
consistent and transparent process; and
(b) ensure that assessment reflects student performance rather than variable
standards among different markers.
6.4
Courses will have documented moderation procedures.
6.5
Moderation requires additional safeguards to ensure consistency when there are
multiple markers involved in assessing a unit.
6.6
When a piece of assessment of a student is awarded a mark or grade that leads to a fail
grade in a unit, the piece of assessment must be reassessed by a colleague in the
discipline.
SECTION 7 RECORD KEEPING AND ASSESSMENT
7.1
Key principle: The keeping of records of assessment processes, samples and outcomes
is required for University accountability to students, staff and the community.
7.2
In the context of assessment, record-keeping refers to the documentation of all aspects
of the assessment process. This includes records of individual student performance and
progress, summary statistical data relating to each unit and evidence of assessment
standards.
7.3
The assessment of student progress is a public activity and its processes are open to
public scrutiny within the constraints provided by the Privacy Act.
7.4
Records will demonstrate consistency, fairness and transparency in marking throughout
the assessment process.
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SECTION 8 QUALITY ASSURANCE
8.1
Key principle: At the University of Canberra, quality of assessment processes and
outcomes is provided by faculty assessment boards, faculty boards, the University
Education Committee, and Academic Board.
8.2
Faculty assessment boards provide a publicly accountable quality assurance process
for assessment in undergraduate and postgraduate coursework courses. Assessment
boards report to both faculty boards and the University Education Committee.
8.3
Faculty boards monitor academic standards and student outcomes in teaching and
learning within the faculty including the activities of faculty assessment boards. Faculty
boards report to Academic Board.
8.4
The University Education Committee advises Academic Board on policies and
procedures relating to teaching and learning, including assessment. Specific
responsibilities include monitoring grade distributions and academic standards across
the University and reviewing the teaching and learning activities of faculties.
8.5
Academic Board is responsible to Council for all academic matters and quality
assurance in relation to academic matters. The assessment and examination of students
enrolled in courses or parts of courses is a particular responsibility under University
legislation.
D. RELEVANT INFORMATION
Context
This policy was reviewed at the request of the University Education Committee in 2009 in
response to issues raised by staff. The policy was also edited to conform to the UC policy
template.
Responsibilities
Responsibilities for implementing this policy are set out in the Assessment Procedures.
 Policy owner: Deputy Vice-Chancellor (Education)
 Policy custodian: Deputy Vice-Chancellor (Education)
 Policy contact: Director, Academic Policy and Review
Related documents
University policies and information related to this policy are in the UC policy database at
https://guard.canberra.edu.au/policy/:
(a) Action Plan for People with Disabilities
(b) Academic Progress Policy for Undergraduate Courses and Coursework Postgraduate
Programs and Academic Progress Procedures for Undergraduate Courses and
Coursework Postgraduate Programs
(c) Assessment Responsibilities for Students and Unit Conveners (see the Assessment Policy
and linked documents in the UC policy database)
(d) Assignment coversheet (see the Assessment Policy and linked documents in the UC
policy database)
(e) Deferred Examination Policy and Deferred Examination Procedures
(f) English Language Policy
(g) Examination Policy
(h) Generic Skills and Attributes of UC Graduates from Undergraduate and Postgraduate
Coursework Courses
(i) Guide to Student Services at the University of Canberra
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(j)
(k)
(l)
(m)
(n)
(o)
(p)
(q)
(r)
(s)
(t)
(u)
Guidelines on Institutional Responsibilities Towards Students and Student Responsibilities
Grade Point Average (GPA) Policy
Honours Degrees and Degrees with Honours: Guidelines and Procedures
International Education Policy
Student Academic Integrity Policy
Student Grievance Resolution Policy
Student Guide to Policies
Student Support and Early Intervention Policy
Supplementary Assessment Policy
Transnational Programs Procedures
Unit Outline Template
Withheld Results Procedures
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DEFINITIONS
Assessment
Assessment is the process of collecting evidence and making judgments as to how well
students have achieved the intended learning outcomes.
Assessment items
Assessment items are components of assessment that are normally submitted from work
conducted during the semester. Assessment items can be formative or summative and can take
many forms such as essays, short answer questions or computer programs.
Competency based assessment
Competency based assessment is the assessment, using a competent/not competent
framework, of specific skills required for students to meet the requirements of professional
accreditation bodies for registration in that profession upon graduation.
Constructive alignment
Constructive alignment refers to the explicit alignment of assessment items and the methods
and content of the unit with one or more learning outcomes.
Criterion-referenced assessment
Criterion-referenced assessment (also referred to as criterion-based assessment) involves the
assessment of student performance against pre-determined criteria. At the University of
Canberra, these criteria are related to the approved learning outcomes of the unit.
Deferred examination
A deferred examination is an examination approved to be taken at a later date when a student
is unable to take an examination at the scheduled time. The content of the deferred examination
may be different from the original exam. See the Deferred Examination Policy.
Diagnostic assessment
Diagnostic assessment ascertains the extent to which students possess presumed knowledge.
ePortfolio
An ePortfolio is a digitised collection of artefacts and a digital repository for a range of learning
materials including those produced for course based assessment.
Examination
A final examination is an invigilated examination based on, for example, a test, quiz or essay
paper set for students to complete in the official examination period at the end of each teaching
period. (See the Examination Policy.) An intra-semester or intra-term examination is an exam
held by a faculty during a teaching period.
Feedback
In the context of assessment, feedback is information returned to students on their progress
towards achieving learning outcomes in their course or unit. The information can be quantified
in the form of marks or grades for assessment items, and/or in qualitative form such as
comments, model answers, suggestions for reading etc.
Formative assessment
Formative assessment is assessment that is designed to give students feedback on their
progress towards the development of knowledge, understanding, skills and attitudes in a unit.
and does not contribute to the final grade or mark in the unit.
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Generic skills
Generic skills, often referred to as graduate attributes, are skills and attributes associated with a
university education that are relevant to student learning, career and personal life, with a strong
focus on employability. Generic skills are taught and assessed in university courses. Graduates
from universities may be identified with particular sets of generic skills, and acquisition of
generic skills is often a category in student questionnaires.
Grade
Grades (for example pass, credit, distinction) are symbols that indicate the level of student
performance either in an assessment item or overall performance in a unit against specified
standards. The final grade in a unit is awarded so that the University can provide a final
statement for the student and the outside community of the student’s achievement of the
learning outcomes in that unit.
Graduate attributes
See Generic Skills.
Learning outcomes
The learning outcomes of a unit describe the knowledge, skills and attitudes that students are
expected to be able to demonstrate on completion of the unit.
Mark
A mark is a numerical value associated with the quality of a student's work.
Moderation
Moderation is a process whereby academic staff responsible for assessment in a unit reach
consensus about levels of student performance in relation to a set of agreed standards.
Online assessment
Online assessment consists of any formative or summative items undertaken in a web-based
environment. These include online examinations, automated quizzes, electronic submission of
written assignments and self-paced interactive modules.
Plagiarism
Plagiarism is claiming and using the thoughts, writings or creative works of others without
acknowledgment.
Record keeping
Record-keeping refers to the documentation of all aspects of the assessment process. This
includes records of individual student performance and progress, summary statistical data and
evidence of assessment standards.
Reliability
Reliability is the extent to which an assessment item is able to elicit the same response on
successive occasions.
Special consideration
Special consideration is consideration given to students whose progress in a degree and
performance in a unit may be affected by unavoidable and adverse circumstances. Allowances
would normally take the form of extensions of time for submission of assessment items or
deferred examinations.
Summative assessment
Summative assessment is assessment that contributes to the determination of final grades or
marks in a unit. Summative assessment also provides feedback to students on their learning. It
provides evidence to students, academic staff, the institution, employers and others in the
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community of the extent to which students have achieved intended learning outcomes of a unit
or course.
Supplementary assessment
Supplementary assessment (including supplementary examinations) is a form of assessment
designed to give eligible students a second chance to pass a final unit of study.
Work integrated learning
Work integrated learning (WIL) is deliberate and intentional learning in work supported by
appropriate induction of students and supervisors and imaginatively embedded assessment.
WIL learning activities may include teaching professional experience, clinical placements,
internships, community and industry placements and projects, simulations and virtual work
experiences.
Unit outline
At UC, the unit outline is an official document that describes:
(a) the nature of the unit
(b) the learning outcomes of the unit, including generic skills
(c) how the unit is delivered and assessed
(d) the specific requirements students have to meet in order to complete the unit successfully,
and
(e) other information specific to the unit.
Validity
Validity is the extent to which an assessment item actually measures what it was designed to
measure.
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