EDUCATION POLICY RESPONSIBILITIES OF CHIEF EXAMINERS
UPDATED 06/06/2012
Statute 4.1 Discipline
EXTRACTS OF EDUCATION POLICY RESPONSIBILITY
STATUTE
'chief examiner' means the chief examiner for the subject concerned or,
where a chief examiner has not been appointed, the member of the
teaching staff in charge of the subject;
8.
URL REFERENCE:
http://adm.monash.edu/legal/legislation/cha
pter-four.html
Non - examination cheating and assisting to cheat
8.1
A member of the teaching staff who has reasonable grounds to
believe that –
8.1.1
non - examination cheating has occurred; or
8.1.2
a student has assisted another student to cheat otherwise
than in an examination -
must report the matter to the chief examiner.
8.2
8.3.
Where the chief examiner has reasonable grounds to believe that a
matter reported under subsection 8.1 has occurred, the chief
examiner must 8.2.1
disallow the work concerned by prohibiting assessment; or
8.2.2
report the matter to the relevant faculty manager.
Where, under paragraph 8.2.1, a student's work has been disallowed
8.3.1
the chief examiner must give written notice of the
disallowance and the reasons for it to the student and to the
associate dean (teaching) of the faculty concerned; and
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9.6 Where a faculty discipline committee is constituted 9.6.1
URL REFERENCE:
to hear a charge of cheating or assisting to cheat following a
report to the faculty manager under section 7 or paragraph
8.2.2, or to hear an appeal under paragraph 8.3.2 following
the disallowance of work, the committee must not include the
chief examiner or the person who made the report under
section 7 or subsection 8.1; or
14.5 Where, after hearing a charge of cheating, a discipline committee 14.5.2 imposes only a reprimand under paragraph 14.3.1 - the
committee must instruct the chief examiner to make an
assessment of the work concerned.
1.3
Statute 6.1.5 –
Assessment
The board of examiners of a faculty –
1.3.1
2.
subject to the regulations, must, after considering the
recommendation of the chief examiners of the units
concerned, determine the final results for each student
enrolled in units taught by the faculty;
http://adm.monash.edu/legal/legislation/cha
pter-six.html
Chief examiners
2.1
A faculty board must appoint a chief examiner for each unit taught
by the faculty.
2.2
The chief examiner of a unit –
2.2.1
is responsible for the implementation of the unit
assessment regime prescribed under the regulations; and
2.2.2
subject to the regulations, must, within the time specified
by the board of examiners, recommend to the board the
final result for each student enrolled in the unit.
REGULATIONS
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Assessment
Regulations
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5. Supplementary Unit Assessment
URL REFERENCE:
http://adm.monash.edu/legal/legislation/cha
pter-six.html
5.5
A supplementary assessment must be in the form determined by the
chief examiner of the unit.
6.
Special Consideration
6.1
A student whose work for a unit assessment during a teaching period
has been affected by exceptional circumstances may, within two
working days after the assessment or due date, apply to the chief
examiner of the unit for special consideration.
6.3
Where an application under section 6.1 is granted by the chief
examiner, the special consideration is as determined by the chief
examiner in accordance with guidelines published by the Academic
Board.
7. Deferred Final Assessment
7.5
Where a board of examiners grants an application under this section,
the chief examiner of the unit must determine –
7.5.1
the work constituting the deferred examination; or
7.5.2
the extension of time for submission of work for the
assessment task –as the case requires.
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8.
Examinations - general
8.2
The chief examiner of a unit may refuse to mark the whole or any part
of an examination paper for the unit that he or she deems illegible.
8.3
A student must not -
URL REFERENCE:
8.3.1 subject to section 9.7, have in his or her possession in an
examination any material other than that approved by the chief
examiner of the unit concerned; or
8.3.2 remove any examination paper from the examination venue.
11.
Alternative assessment arrangements
11.5
Where an application is granted, the director, with the approval of the
chief examiner where the time or substance of the assessment is in any way
affected 11.5.1 must determine the alternative assessment arrangements
and any particular assessment conditions for the applicant;
and
11.5.2 may determine that the same arrangements apply in respect
of all assessments undertaken by the applicant within a
specified period.
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Unit Assessment
Procedures
EXTRACTS OF EDUCATION POLICY RESPONSIBILITY
EDUCATION POLICY BANK (A-Z)
Chief Examiner: is responsible for the implementation of the unit assessment
regime and must recommend the final result for each student. A faculty board
must appoint a chief examiner for each unit taught by the faculty.
URL REFERENCE:
http://policy.monash.edu.au/policybank/academic/education/assessment/unitassessment-procedures.html
Unit Coordinator: is the academic staff member assigned to coordinate all unit
academic and administrative activities for each mode and/or location. The unit
Chief Examiner may also be the Unit Coordinator; when this is not the case the
Unit Coordinator works under the direction of the Chief Examiner.
B. Implementation of the Assessment Regime
1. The implementation of the assessment regime of a unit is a coordinated
process under the direction of the Chief Examiner or nominee who must ensure
that all assessment tasks are aligned with unit objectives, content and learning
methods and those criteria by which the student work will be judged are defined
and applied.
3. The Chief Examiner must ensure that all major assessment tasks are
scrutinised by one or more other relevant members of academic staff who will
validate compliance with the principles of good assessment practice outlined in
the University policy.
4. Unit offerings involving multiple modes and/or locations:
4.2 The Chief Examiner must establish a unit management group comprising
the coordinators from all modes and/or locations involved in offering the unit to
ensure that the assessment tasks and standards are equivalent across all
modes and/or locations.
4.3 The unit management group must work collaboratively, under the guidance
of the Chief Examiner, to agree on the design and content of all assessment
for the unit offering and the respective marking criteria.
4.4 Where in-semester assessment is equivalent but not identical across all
modes and/or locations, the Chief Examiner must approve equivalence and
keep records of variations.
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5. The scheduling of assessment tasks
URL REFERENCE:
5.1. Chief Examiners of first year units offered in a standard semester are
encouraged to ensure that at least one assessment task in the unit is submitted
and returned by the end of teaching week six of the semester.
6. Group work. Where a unit involves group assessment, the Chief Examiner must
ensure that explicit procedures are made available to students that indicate:
6.1. The proportions of the mark for the assessment that will be allocated to the
outcome of the group work, and to the process followed to obtain the outcome;
6.2. How the group will be formed and managed;
6.3. How the contribution of the individual students to group work will be
assessed, and who will determine the criteria to make this assessment (group,
teaching staff or both);
6.4. Who will assess the contribution of the individual students (peers, teaching
staff or both);
6.5. The requirements for timely notification and resolution of disputes among
group members; and
6.6. The requirements for all members of the group to sign off on the submitted
work.
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URL REFERENCE:
C. Dissemination of Information to Students
1. Chief Examiners must ensure that students are provided with assessment
details in the unit guide by the end of the orientation week of a standard semester
or, for all other teaching periods by the end of week one , including:
1.1. The assessment regime;
1.2. Topic release dates (where relevant);
1.3. Word limits (where applicable);
1.4. Contribution of each assessment task to the final result;
1.5. Submission and presentation requirements;
1.6. Duration of tests and examinations (where applicable);
1.7. Criteria by which performance will be judged. Only broad criteria are required
at the start of the teaching period; further details can be provided at the time of
handing out the individual assessment tasks;
1.8. Submission dates;
1.9. Estimated dates for the return of assessment tasks;
1.10. Instances of assessment tasks where some aspects can be negotiated (for
example, allowing students to nominate topics). The procedures for this
negotiation must be clearly stated;
1.11. Details of any hurdle requirements including the number of attempts allowed,
and the consequences for the final result if these are not achieved;
1.12. Where there are group-based tasks, details of how the individual and group
performance will be judged (see Implementation of the Assessment
Regime, Group Work);
1.13. When a unit is listed as being taught at more than one level, the distinction
between the assessment at each level;
1.14. A description of the types of feedback the students can expect in relation to
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EXTRACTS OF EDUCATION POLICY RESPONSIBILITY
1.13. When a unit is listed as being taught at more than one level, the distinction
between the assessment at each level;
URL REFERENCE:
1.14. A description of the types of feedback the students can expect in relation to
their performance in the unit.
D. Examinations
1. When preparing the examination(s) for a unit to be administered by the
Examination Unit, the Chief Examiner must ensure that:
1.1. The examination paper is prepared in the form and at the time required, and
thoroughly proof read.
1.2. The Monash Examination Paper Template as adapted for each faculty or
department must be used.
1.3. Where a unit is offered on campuses in different time zones, and where this
precludes the simultaneous timetabling of examinations, appropriate steps are
taken to ensure that while the content, question formats and difficulty of the
examination papers remain consistent, there is sufficient variation in the papers to
maintain security.
1.4 Similarly, for deferred or supplementary examination papers, while the
content, question formats and difficulty of the examination papers should remain
consistent, there must be sufficient variation in the papers to maintain the integrity
of the examination.
3. Examination sessions conducted by the Examination Unit
3.2 The Chief Examiner or delegated staff member must be available for
telephone communication with the Examinations Unit's staff at all times throughout
the duration of an examination. The Chief Examiner or delegated academic staff
may be present at any examination venue, provided communication with students
occurs only where necessary to resolve issues relating directly to the conduct of
the examination.
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6. Use of calculators and other electronic devices in examinations
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6.2. Before allowing the use of calculators or other electronic devices in a unit
examination, the Chief Examiner must give consideration to
- the importance of their use to assess the learning objectives of the unit;
- equity in student access to permitted devices; and
- the security or integrity of the examination process
6.3. If after giving consideration to 6.2, the Chief Examiner decides that a
particular type of electronic devices is permitted in an examination, then a detailed
description of the approved device must be included in the relevant unit guide
given to students at the start of the semester.
6.3.1. If only specific models of the permitted type of electronic devices can be
used, then
- If security stickers are not used, then the Chief Examiner or nominee(s) must be
present at the examination venue(s) to determine the appropriateness of the
electronic devices.
Alternative assessment arrangements for a final examination
5. The Disability Liaison Unit will seek approval from the Chief Examiner when a
change to the time or substance of assessment is required.
Alternative arrangements for assessment conducted by faculties
11. Students must provide the Disability Liaison Unit with the date, time, unit code,
Chief Examiner's name and the location and name of the assessment task no later
than two weeks before the assessment.
12. The Disability Liaison Unit will seek approval from the Chief Examiner when a
change to the time or the substance of assessment is required.
13. The Disability Liaison Unit will forward a signed form stating the
accommodations required to the student and the Chief Examiner or appropriate
faculty contact person responsible for administering the arrangements as outlined
on the form no later than one week before the assessment. The student and the
Chief Examiner/faculty contact person must liaise concerning these arrangements.
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Feedback on in-semester assessment tasks
URL REFERENCE:
5.1 If after this, the student is still dissatisfied, then she/he may seek further
detailed feedback by making a written request to the Chief Examiner, which
outlines:
·
what feedback has been received thus far and why it is considered
inadequate to support the student’s learning;
·
the steps that she/he has taken to obtain additional feedback;
and/or
·
any exceptional circumstances that have prevented the student from
accessing all available feedback.
Feedback on end-of-semester assessment tasks
6. Chief Examiners must ensure that students are informed of the arrangements
made for them to obtain feedback on their performance in examinations and other
end-of-semester assessment. This may take the form of feedback classes,
provision of the examination questions with marking guides or sample answers, or
other forms of group feedback. Chief Examiners may require students to take
advantage of the group feedback opportunities provided to them before requesting
individual consultations with staff.
G. Marking, Grading and Results
1. Marking and Grading. The Chief Examiner must put in place quality assurance
mechanisms that will ensure that all assessment items are marked fairly, reliably
and consistently, and that marks awarded are based on the actual achievement of
the student and not based on any other factor. To this end,
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EXTRACTS OF EDUCATION POLICY RESPONSIBILITY
1.1. all staff involved in marking students work must be given detailed information
about the level of performance required to achieve a given grade in an
assessment task;
URL REFERENCE:
1.2. for a unit offering involving multiple modes and/or locations, the marking and
results of each assessable task must be reviewed across the different cohorts of
students taking the same offering of the unit to ensure equivalency and
consistency. Possible approaches to ensure consistency will depend on the nature
of the assessment task and the discipline, and must include one of the following:
- using the same assessor to mark all assignments;
- using one assessor or assessment team for each assessment item across all
modes, streams and locations;
- second-marking by a different assessor of a selected sample of assessment,
including borderline assignments/examinations (Pass/Fail, Credit/Distinction, etc)
to validate assessment standards and interpretation of the marking guide across
all modes and/or locations;
- exchanging samples of graded items of assessment between assessors for the
purpose of standardisation of marking.
When making a recommendation for student results to the Board of Examiners,
the Chief Examiner must provide a report detailing the following:
- Description of equivalence of all unit assessment tasks, including a
justification where identical tasks were not used across modes and/or
locations.
- Methods used in marking across all locations and/or modes to ensure
consistency.
1.3. The Chief Examiner must ensure that the final result for each student is
accurately calculated and verified.
1.4. The Chief Examiner is responsible for ensuring that all assessment items are
marked within the Faculty timeframe for the return of results to students enrolled in
the unit.
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EXTRACTS OF EDUCATION POLICY RESPONSIBILITY
1.5. Faculties must have processes in place to verify that the results uploaded on
Callista are consistent with the results recorded and held by the Chief Examiner.
URL REFERENCE:
4. Distribution of grades
4.1. Each Faculty Board will approve grade distribution guidelines for their Board
of Examiners, to benchmark the distribution of marks of the units against relevant
faculty data (eg course, discipline and unit level benchmarks, etc) having regard to
the size and selectivity of the unit cohort.
4.2. Where the distribution of marks within a unit falls outside the relevant faculty
guidelines, the Chief Examiner must provide to the Board of Examiners, together
with the recommended marks, an explanation for the variance.
4.3. When a Chief Examiner determines that scaling of marks is required to
ensure equality of outcomes and consistency across different cohorts of students,
he/she must provide to the Board of Examiners, together with the recommended
marks, a justification for the scaling and the method used to adjust the marks.
6. Upload and amendment of results
6.2. The Faculty Manager will set internal dates by which all student results
recommended by Chief Examiners will be uploaded to Callista, so that Board of
Examiners meetings can proceed. After Board of Examiners meetings, the Faculty
Manager must ensure that all final and interim results recorded in Callista are
correct by the date set for results publication.
7. Quality verification of assessment across locations and teaching periods
7.1 Every two years, Chief Examiners must conduct benchmarking to verify the
comparability of unit assessment standards across the different locations and
teaching periods of the unit offering. This should involve the work of a small
number of students and be representative of all grade ranges.
7.2 At the conclusion of this exercise, Chief Examiners must report the findings
and any recommendations to the Board of Examiners.
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URL REFERENCE:
H. Assessment and Results Record Keeping and Security
1. Preparation of examination papers and other assessment tasks. The Chief
Examiner, moderators, markers and members of the teaching team of a unit must
ensure the security of examination questions and marking guides, and of all other
assessment questions and instructions until the Chief Examiner authorises their
release. In particular, they must
1.1. Keep the documents, whether in hard copy or in electronic form, secure at all
times against access by unauthorized persons.
1.2. Store electronic copies in a university password protected network area. If
copies are held on portable storage devices, they must be held securely in a
locked drawer in a locked room until the Chief Examiner authorizes their
publication.
3. Publication of examination papers via the university library
3.1. Examination papers will only be released to the University Library upon
approval of the Chief Examiner.
5. Security and storage of results
5.1. Subject to 5.2, the Chief Examiner must ensure that records of all individual
assessment marks for all students enrolled in a unit are kept for at least six
months after the final result is determined, or as long as required for another
purpose such as disciplinary or grievance proceedings.
5.2. For units taught on the South Africa Campus, the Chief Examiner must
ensure that records of all individual assessment marks for all students enrolled in
the units are kept for at least twelve months after the final result is determined, or
as long as required for another purpose such as disciplinary or grievance
proceedings.
5.3. All academic and administrative staff must ensure the security of marks to
ensure that these are not accessed by unauthorized persons.
5.4. Suspected breaches of security must be reported to the Chief Examiner and
the Head of School (or the Associate Dean (Education) in the faculties with no
schools).
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EXTRACTS OF EDUCATION POLICY RESPONSIBILITY
5.4. Suspected breaches of security must be reported to the Chief Examiner and
the Head of School (or the Associate Dean (Education) in the faculties with no
schools).
The implementation of this policy is the responsibility of the Chief Examiner.
URL REFERENCE:
Special Consideration
Policy
The implementation of this policy is the responsibility of the Chief Examiner.
http://www.policy.monash.edu/policybank/academic/education/assessment/speci
al-consideration-policy.html
Academic Programs
Offered from Multiple
Campuses Policy
The implementation of this policy is the responsibility of the Chief Examiner.
http://www.policy.monash.edu/policybank/academic/education/awards/multiplecampuses-policy.html
Grading Scale Policy
http://policy.monash.edu.au/policybank/academic/education/assessment/gradi
ng-scale-policy.html
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Academic Programs
Offered from Multiple
Campuses Procedures
EXTRACTS OF EDUCATION POLICY RESPONSIBILITY
URL REFERENCE:
Study from more than one campus
http://www.policy.monash.edu/policybank/academic/education/awards/multiplecampuses-procedures.html
1. Where a course requires students to study from more than one campus, this
requirement will be communicated clearly to students at the time of their
admission and in all course marketing materials.
2. To assist with the management of resources across the campuses, limitations
on cross campus unit enrolments may mean that:
2.1 enrolment in a major or minor sequence may be restricted to students whose
home campus is the campus at which the sequence is offered;
2.2 enrolment in quota restricted units may be limited to students whose home
campus is the campus at which the unit is offered; and
2.3 enrolment in units involving projects, field trips, internships, work experience,
professional practice, teaching practice and clinical practice may require students
to enrol in the unit at their home campus.
Courses that are offered from several campuses
3. Where a course is offered from more than one campus:
3.1 it will have the same title and lead to the same award at all campuses;
3.2 an appropriately resourced course management group will be established
under a course director appointed by the dean of the managing faculty, with
representation from all campuses involved in offering the course and the relevant
academic units. This group will oversee the operation of the course across all
campuses;
3.3 there will be equivalent course admission prerequisites, including credit
transfer arrangements, at all campuses;
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EXTRACTS OF EDUCATION POLICY RESPONSIBILITY
3.4 the course eligibility score for Year 12 entry to an undergraduate course, will
be identical for all campuses. Equivalence criteria apply to entry qualifications
which are not included in the ATAR;
URL REFERENCE:
3.5 the ATAR, or equivalent, required for undergraduate admission is subject to
section 5.2 of the Regulations for University entrance and admission to course
work courses and units of study made pursuant to Statute 6.1.1.
3.6 it will have an identical course code, requirements and length across all
campuses;
3.7 variations in the range of major and minor sequences and the specialisations
offered may be desirable to enhance the development of the campus academic
portfolio, differentiate campus offerings within the same market or meet national
regulatory requirements;
3.8 all variations will be clearly articulated in all course marketing materials
applying to the same markets;
3.9 the sequencing of units may vary across campuses, provided that they are
consistent with pre-requisite requirements and do not restrict student progression;
3.10 offering the same units in different semesters from different campuses may
provide students on all campuses with more options for cross-campus study; and
3.11 not all elective units are required to be offered from each campus.
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EXTRACTS OF EDUCATION POLICY RESPONSIBILITY
URL REFERENCE:
Units offered from more than one campus
4. Where a unit is offered from more than one campus:
4.1 the unit code will be identical at all campuses;
4.2 there will be only one unit guide for all campus unit offerings, except as
permitted by the Unit Guide policy and procedures.
4.3 campus specific variations of examples, case studies, texts, references and
other learning resources is on the advice of the relevant unit management group
and with the approval of the Chief Examiner;
4.4 all campuses will use the same learning management system unless
otherwise approved by the relevant Associate Dean (Education); and
4.5 the Chief Examiner will establish and appoint a chair to a unit management
group involving key teaching staff from all campuses involved in offering the unit to
ensure that:
4.5.1 unit assessment is conducted in accordance with the Assessment in
Coursework Programs policy and the Unit Assessment procedures;
4.5.2 there is appropriate communication between the teaching staff at each
campus; and
4.5.3 the teaching resources are comparable between the campuses, and are
shared between the campuses where relevant.
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EXTRACTS OF EDUCATION POLICY RESPONSIBILITY
Discipline: Student
Procedures
4. Non-examination cheating
URL REFERENCE:
http://policy.monash.edu.au/policybank/academic/education/conduct/studentdiscipline-procedures.html
4.1 A member of the teaching staff who has reasonable grounds to believe that
non-examination cheating has occurred, must report the matter to the chief
examiner or member of staff in charge of the unit.
4.2 Where the chief examiner or member of staff in charge of the unit has
reasonable grounds to believe that non-examination cheating has occurred, the
chief examiner or staff member must 

disallow the work concerned by prohibiting assessment; or
report the matter to the relevant faculty manager.
4.3 Where, under clause 4.2 (above), a student's work has been disallowed

the chief examiner/staff member in charge of the unit must give written
notice of the disallowance to the student and to the associate dean
(teaching) of the faculty concerned;
the student may appeal in writing to the relevant faculty discipline
committee within 21 days of the work being disallowed.
5. The Faculty Discipline Committee
5.4 A faculty discipline committee must not include the chief examiner or the
person who made the report of general or academic misconduct although such
persons may be asked to give evidence at the hearing.
7. Powers and duties of a faculty discipline committee
7.4 Where, after hearing a charge of cheating, a faculty discipline committee
determines that cheating has not been established, the committee must instruct
the chief examiner to make an assessment of the work concerned.
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Plagiarism Procedures
EXTRACTS OF EDUCATION POLICY RESPONSIBILITY
Staff involved in unit assessment
5. If collusion is suspected, the matter will be reported in accordance with
University Statute 4.1 – Discipline.
URL REFERENCE:
http://policy.monash.edu.au/policybank/academic/education/conduct/plagiaris
m-procedures.html
6. Before the Chief Examiner (or nominee) makes a decision as to whether
plagiarism was intentional the Chief Examiner (or nominee) must put the matter to
the student and give them an opportunity to respond. This is best done by calling
the student to a meeting, and giving them particulars of the plagiarism. The
student should be informed of the provisions of the Statute 4.1 – Discipline as to
what penalties may be applied if cheating is found to have occurred. If the student
is unable to attend a meeting, particulars of the plagiarism should be put to the
student in writing, and the student should be asked to respond within 10 working
days from receipt of the written communication (see sample letter of notification rtf
6kb).
7. The Chief Examiner (or nominee) is required to decide whether or not they
believe that plagiarism was likely to have been intentional or unintentional. There
are a number of factors that might be taken into consideration when deciding
whether plagiarism was intentional or unintentional, e.g.:






the student is in the first year of the course and has not received a prior
warning;
the student is from an educational background where different norms
apply for the acknowledgement of sources;
a negligible amount has been plagiarised;
the student has made an inadequate attempt at referencing;
that the students in the cohort were given information on how to
acknowledge extracts and quotations. The student was present/received
written information and knew that the use of material without
acknowledgement was unacceptable;
that the student had received a prior warning about plagiarism or has
been disciplined for plagiarism.
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URL REFERENCE:
Unintentional Plagiarism
8. Should the Chief Examiner (or nominee) have reasonable grounds to find that
plagiarism was not intentional a decision will be made within 10 working days as
to the course of action to be taken. Possible actions are:



warn the student and mark the paper without penalty (deduction of
marks); or
warn the student and mark the paper with penalty; or
warn the student, request resubmission, and mark the paper with penalty.
9. Warnings and outcomes must be communicated in writing to the student and
will be kept on register (see Plagiarism Register). The Deputy University Solicitor
has prepared a standard warning letter (rtf 6kb) to be sent to students in such
instances. Students will be advised (in the letters) that copies of the letters will be
retained on the plagiarism register while they are still enrolled or intermitted in any
course.
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URL REFERENCE:
Intentional Plagiarism
10. Before the Chief Examiner (or nominee) determines that cheating through
intentional plagiarism has occurred, they must consider the student’ response (if
any) to the allegation. If the Chief Examiner has delegated to a nominee the task
of giving the student a hearing, the Chief Examiner must ensure that they have a
full and accurate record of what the student said.
11. If the student fails to respond to an accusation of intentional plagiarism or
cannot convince the Chief Examiner (or nominee) that the plagiarism was
unintentional, the Chief Examiner (or nominee) will disallow the work or report the
matter to the Faculty Manager of the managing faculty.
13. Where work is disallowed by the Chief Examiner (or nominee), this must be
reported in writing to the student and the Associate Dean (Teaching). The
notification will be kept on the plagiarism register and must include the basis on
which the staff member involved in unit assessment believes the plagiarism to be
intentional. Students must be informed (in the letter) of appeal rights and timelines
(see standard disallowance letter rtf 14kb).
Complaints and
Grievances of
Coursework Students
Procedures
Making a complaint
1. A student should attempt to resolve a complaint with the staff member
concerned.
http://policy.monash.edu.au/policybank/academic/education/management/com
plaints-grievance-courseworkprocedures.html
2. If the complaint is not resolved informally or it is one of bias on the part of the
staff member concerned, the student may direct the complaint to the next
appropriate level, e.g. chief examiner, unit leader, relevant administrative officer or
head of the appropriate area.
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Unit Guide Policy
Unit Guide Procedures
EXTRACTS OF EDUCATION POLICY RESPONSIBILITY
The implementation of this policy is the responsibility of the Chief Examiner.
URL REFERENCE:
http://www.policy.monash.edu/policybank/academic/education/management/unit
-guide-policy.html
The Unit Guide Procedures establish responsibilities and timelines for the
development and use of Unit Guides and the review of the Unit Guide Template.
http://www.policy.monash.edu/policybank/academic/education/management/unit
-guide-procedures.html
1. Use of the Unit Guide Template
1.1 The Unit Guide Template will be used to develop a Unit Guide for each
undergraduate and graduate/postgraduate coursework unit offering.
1.2 The Faculty may need to produce alternate forms to meet the diverse needs of
the student cohort.
1.3 Each Unit Guide must include a unit outline (i.e. unit synopsis, objectives,
workload, unit relationships, continuous improvement), schedule of unit activities,
prescribed texts and readings, recommended texts and readings, online
resources, assessment, policy on assessment.
1.4 Fields marked “optional” may be removed.
1.5 When the unit guide is in print form, the order of fields in the Unit Guide must
not be altered.
1.6 Faculties have the authority to include additional fields containing information
deemed important for the discipline or particular units.
1.7 Non-Australian campuses may request that additional information, which is
required by the local government authorities, be included in the Unit Guide for that
campus. Such requests will be made to Learning and Teaching Committee for
endorsement.
1.8 Faculties should keep archived copies of unit guides for all unit offerings
taught by the teaching faculty.
1.9 All Unit Guides must contain a section outlining the impact of feedback
received from students on the continuous improvement of the unit.
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EXTRACTS OF EDUCATION POLICY RESPONSIBILITY
URL REFERENCE:
3. Use of the Unit Guide
3.1 All students enrolled in a coursework unit will have access to the Unit Guide
either in print or electronic form, for each undergraduate or graduate/postgraduate
coursework unit of study undertaken, by the end of the orientation week of a
standard semester or, for all other teaching periods, not later than by the end of
the first week.
3.2 Unit Guides will be provided in multiple forms where required to ensure the
Guide is accessible by all students undertaking the unit. Multiple forms will
include alternate written and online versions as recommended for the student by
the Disability Liaison Unit.
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