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These procedures are governed by the Assessment Policy and should be read in conjunction with the Examination Policy.

It is the responsibility of students to engage actively in the learning process, to participate according to relevant course, unit and assessment requirements, and to adhere to this and other related University policies affecting their enrolment and progression through their course.

Details of specific course, unit and assessment requirements are outlined in the course rules, Course Enrolment Guide and Unit Outlines. Table 1 summarises the responsibilities of students in relation to their participation in a unit.

Table 1 - Summary of student responsibilities

Timing and category of task Action required

At commencement of study period/on joining a unit
1. LEO (Learning Environment Online) 1.1 Confirm enrolment in all units on LEO from one week prior to beginning of study period.
1.2 Contact the Course Coordinator if any problems are identified.
2. Unit Outline 2.1 Access the Unit Outline from LEO and become familiar with the requirements prescribed for completion of the unit.
3. Students with disabilities 3.1 As early as possible, students with a permanent disability and/or long term medical condition who require adjustments, consult a Disability Advisor in the Counselling and Disability Service to develop an Education Inclusion Plan (EIP).
3.2 Contact the Lecturer in Charge as soon as possible, preferably before the start of the study period, to discuss their EIP.
3.3 Access the Disability Support website.

Throughout the study period
4. Communication 4.1 Check University email account, LEO and any other communication media used for the unit on a weekly basis.
4.2 Consult with the Lecturer and/or Tutor if seeking advice or clarification regarding a unit or with the Course Coordinator or student experience coordinator in relation to any matter regarding enrolment in the course.
5. Assessment tasks 5.1 Complete assessment tasks diligently and honestly to provide evidence of achievement of learning outcomes for the unit.
5.2 Meet all assessment requirements as specified in the Unit Outline.
5.3 Complete online ‘Declaration of Originality' in LEO for the study period's assessment. If hard copy is required for an assessment task, this is to be completed and submitted with the task.
5.4 Submit assessment tasks in the manner prescribed in the Unit Outline.
5.5 Retain a hard copy and electronic copies of all written work submitted for assessment except in case of tests and/or examinations. For artworks or other practical items, a photograph with evidence of submission date should be retained.
6. Group work 6.1 Contribute fully to group work assessment task.
6.2 Notify the Lecturer in Charge in a timely manner and provide substantiating documentation should there be any difficulties or concerns.
6.3 Complete and ensure that all group members sign the 'Declaration of Originality'.
6.4 Ensure assessment task is submitted by the group by the due date and time.
7. Attendance 7.1 Attend lectures and other structured learning activities.
7.2 Satisfy all compulsory or minimum attendance requirements specified in the Unit Outline.
7.3 Engage with all on-line materials and activities.
8. Collection of marked assessments and reviewing feedback 8.1 Access online assessment tasks or collect hard copy assessment tasks in the manner prescribed. Students may give written authority for another person to collect an assessment task on their behalf.
8.2 Review and act on feedback received on assessment tasks. Feedback methods may include rubrics, notations on assessment tasks, in-class/online discussion, feedback posted electronically discussing the strengths and weaknesses of students' answers generically or individually.
8.3 If clarification is required regarding the mark or grade awarded for an assessment task the Lecturer in Charge or other relevant staff member will be consulted within 10 working days after return of the mark or grade.
8.4 Students should note that it is routine practice for samples of students' work to be used for moderation.
9. Seeking extension of submission date for an assessment task 9.1 Students requiring an extension of the due date and time for an assignment due to personal circumstances or temporary illness that significantly hamper(s) their participation or performance in an assessment task must apply to the Lecturer in Charge for an extension of time for submission of an assessment task. This should normally occur at least 24 hours before the due date and time. Appropriate evidence and documentation will be provided. See procedure in Table 2 below. See Application for an Extension.
10. Special Consideration 10.1 Students experiencing personal circumstances which significantly hamper their participation or performance in an assessment task or examination should apply for special consideration where other processes are not applicable or are no longer possible because of the timing and/or severity of the circumstance(s). See procedure in Table 2 below. See Application for Special Consideration (SC) form.
11. Examination adjustments 11.1 Where an unexpected temporary disability, medical condition or other exceptional circumstances beyond the control of the student occurs a deferred examination or examination adjustment may be applied for in accordance with the Examination Policy and Procedures - Students.
12. Deferred examinations 12.1 Where unable to attend or complete a scheduled examination because of illness or exceptional circumstances beyond their control may apply to sit a deferred examination(s) in accordance with the Examination Policy and Procedures - Students. It will not normally be possible to re-defer a deferred examination.

Following release of results
13. Clarification of final grades or marks 13.1 Consult the Lecturer in Charge regarding clarification on final grade or to apply for a review of the final examination script within 20 working days of notification of the final grade.
13.2 Should a grade be absent in final results the Lecturer in Charge should be consulted.
14. Appeal See Student Appeals Policy.
15. Supplementary Assessment See Student Guidelines for Supplementary Assessment.

A student for whom personal circumstances affect their performance may be eligible to apply for special consideration, deferred examinations or extensions for assessments in accordance with Table 2. Applications must demonstrate exceptional circumstances and be supported by documentary evidence of the medical, compassionate or extenuating circumstances on which the application is based. Further details are available on the forms and in the policies referred to in the table.

Table 2 - Summary of processes where personal circumstances affect performance

Circumstances Application
  1. Submission
  2. Decision-maker

Assessment Tasks
Seeking extension of submission date for an assessment task prior to the due date and time Prior to the due date and time: Application for Extension of time for an Assignment (EX) form. Assessment tasks submitted after the due or extended date and time will incur, for each whole or part of a 24 hour period that the work is overdue, a 5% penalty of the maximum marks available for that assessment task up to a maximum of 15%. Assessment tasks received more than 72 hours after the due or extended date and time will not be allocated a mark.
  1. School Office or Lecturer in Charge
  2. Lecturer in Charge
Seeking extension of submission date for an assessment task up to five working days after the relevant due date and time Up to five working days after the relevant due date and time: Application for Special Consideration (SC) form. Assessment tasks submitted after the due or extended date and time will incur, for each whole or part of a 24 hour period that the work is overdue, a 5% penalty of the maximum marks available for that assessment task up to a maximum of 15%. Assessment tasks received more than 72 hours after the due or extended date and time will not be allocated a mark.
  1. School Office
  2. Lecturer in Charge
Unable to submit multiple assessment tasks (within the same study period) by due dates

Prior to or up to five working days after the first due date: Application for Special Consideration (SC) form
  1. School Office
  2. Course Coordinator

Examinations
Unable to attend or attempted but did not complete a scheduled central examination/s Prior to or up to five calendar days after the relevant scheduled examination/s: Application for Deferred Examination/s (DE) form
  1. Online form
  2. Coordinator, Examinations and Results
Unable to attend or attempted but did not complete a scheduled deferred examination/s Prior to or up to five working days after the relevant scheduled deferred examination/s: Application for Special Consideration (SC) form
  1. School Office
  2. Course Coordinator
Unable to attend or attempted but did not complete a School-based examination/s Prior to or up to five working days after the relevant examination/s: Application for Special Consideration (SC) form
  1. School Office
  2. Course Coordinator
Completed a scheduled central or School-based examination (would require extraordinary circumstances to warrant any consideration) Up to five working days after the relevant examination: Application for Special Consideration (SC) form
  1. School Office
  2. Head of School

Affected by recent occurrence which has caused a temporary disability or condition, requiring an examination adjustment for a central examination/s

Or

Affected by a recent occurrence which requires cultural leave for Aboriginal and Torres Strait Islander students

Apply either for "Special Adjustment" or a "Deferred Examination". The form to use depends on how much notice can be given.

If is it possibly to give 24 hours or more notice prior to a scheduled central examination then use the following form: Application for Special Adjustment/s - Central Examinations (SA) form

If it is not possible to give more than 24 hours notice, "Special Adjustment" is not possible. Instead, make a "Deferred Examination" request. The Deferred Examination form can be used between less than 24 hours prior to and not more than five calendar days after scheduled central examination/s: Application for Deferred Examination/s (DE) form.

If it is more than five calendar days after a scheduled examination, a Deferred Examination cannot be requested. Special Consideration might be possible because this applies up to five working days (not calendar days) after the date of the relevant examination.
  1. Online form
  2. National Manager, Timetabling, Examinations and Results

Affected by recent occurrence which has caused a temporary disability or condition, requiring an examination adjustment for a School-based examination/s

Or

Affected by a recent occurrence which requires cultural leave for Aboriginal and Torres Strait Islander students

 Prior to or up to five working days after the due date of the relevant examination/s: Application for Special Consideration (SC) form
  1. School Office
  2. Course Coordinator

Roles and Responsibilities of Staff

Assessment will be conducted in accordance with the Assessment Policy. The following provides a summary of staff responsibilities at various stages of the study period in relation to each unit and its assessment requirements.

Table 3 - Summary of staff procedures in relation to unit assessment

Timing and category of task Action required Responsible Officer/s1

Prior to commencement of the study period
1. Design of assessment

Formative assessment opportunities which provide exemplars of summative tasks should be made available to students.

Assessment tasks will be designed so that they:

  1. explicitly and validly link to specific learning outcomes as specified in the unit outline;
  2. use an appropriate variety of tasks needed to support the valid assessment of the different learning outcomes of the unit;
  3. use valid criteria and standards that discriminate between and enable differentiation of students' levels of achievement;
  4. yield comparable outcomes when offered at more than one location and/or study mode;
  5. are weighted commensurate with the value/importance of the unit learning outcomes being tested by each task and level of difficulty of work required;
  6. are inclusive by seeking to avoid potential sources of bias (e.g. gender, racial and cultural bias);
  7. promote equal opportunities for students from diverse backgrounds and for students with disabilities;
  8. conform to all policies and guidelines on human research ethics in the case of assessment and/or other learning tasks in coursework units that involve students and/or lecturers in projects with human participants.
  9. Normally only one hurdle task should be used in a unit where it has been decided that a hurdle task is necessary to achieve the learning outcomes.
 Lecturer in Charge or
National Lecturer in Charge
where applicable
2. Design of first year assessment

Within each unit, the teaching team should develop a process for identifying students at risk of failing the unit (e.g. poor result on early assessment task, lack of engagement with online resources, failure to meet attendance requirements) and such students should be counselled on strategies to reduce their risk, including referral to appropriate University services if indicated.

It should be noted that good practice in assessment in first year is equally good practice in other year levels.

All units at the first year (100 level) should include feedback within the first six weeks of a standard study period.

The assessment process should facilitate the identification of students who are experiencing study difficulties with, for example, English language, numeracy or academic literacy. Students so identified must be directed to appropriate University support.

Examples include:

  1. an early, low risk, lightly weighted assessment task;
  2. a draft or a portion of an assessment task;
  3. a self-assessment task;
  4. online activities where students can test their understanding;
  5. group and/or workshop tasks (where group members provide feedback to one another);

    Please note that hurdle tasks should not be used in the first 6 weeks of first year.

See Assessment Policy definitions.

 Lecturer in Charge or
National Lecturer in Charge
where applicable
3. Design of group assessment Group and/or collaborative work should only be used when unit learning outcomes require collaborative work. In such cases, no more than 50% of the total assessment may be group and/or collaborative work unless justified and approved by the relevant Committee.
  1. The responsibilities of each individual group member in completing each group/collaborative assessment task and the degree of collaboration permitted and/or required will be clearly stated in the Unit Outline. A tool for recording the agreed responsibilities of each group member in completing the assessment tasks will be provided within the unit resources and must be signed by each student in the group and submitted to the LIC prior to the commencement of any group work. This tool can be used to assist students to resolve any dispute regarding inequitable distribution of effort in completing the assessment.
  2. Normally, the contribution of individual students to group and/or collaborative assessment tasks must be clearly discernible so that appropriate award of marks can be made to individual members of the group. The exception to this is where group/collaborative tasks can only be effectively completed by equal contributions from each and every group member. In such cases the same group mark can be awarded to each student.
 Lecturer in Charge or
National Lecturer in Charge
where applicable
4. Prepare Unit Outline
    1. Prepare Unit Outline (EUO) for the specific study period of the unit offering by:
      1. accessing the Generic Unit Outline (GUO) for the unit from the Faculty Teamspace folder where these documents are housed;
      2. checking that the GUO is the most recent version;
      3. accessing the most recent version of the EUO template from the ACU Learning and Teaching website;
      4. aligning the EUO with its specified GUO using the appropriate template;
      5. making the EUO accessible to students via LEO one week before the beginning of the study period.
    2. Provide students with information regarding:
      1. the learning and teaching strategy for the unit as specified in the GUO. Please note that a different learning and teaching strategy will usually be required for each mode of delivery of the unit;
      2. the reason why (rationale) the assessment regime for the unit has been used and why it is deemed best to support student learning so that achievement of the unit learning outcomes can be demonstrated;
        1. assessment tasks, including the learning outcome/s it relates to, a description of the task, the weight and the due date and time. This section must be written in text and also presented as a summary in a table;
        2. the marking criteria for each task; (NB: The provision of marking rubrics in LEO and/or Turnitin does not exempt a person from including them in the unit outline. The reason is that unit outlines are quality assured by a peer review process occurring before students receive them.
        3. the style guide and referencing/citation system required in the discipline;
        4. the implications of failure to adhere to such systems, particularly in terms of the Academic Integrity and Misconduct Policy;
        5. an assessment schedule.

Assessment criteria or other requirements may not be changed after the EUO has been made available to students except under exceptional circumstances as approved in writing by the Head of School.

  1. Follow the Faculty or School protocols and timelines regarding review of the Unit Outline and moderation of assessment.
  2. Achievement of a pass in all individual assessment tasks in a unit (other than hurdle task requirements) is not normally a prerequisite for passing in the unit overall. Exceptions are when the task is related to an otherwise unassessed learning outcome and/or required discipline specific competency standards. In such cases the requirement to pass specific individual items of assessment in order to pass the unit must be clearly stated in the Unit Outline.
  3. For units with central examinations, no other assessment tasks should be due after the final week of teaching.
  4. For units without a central examination, the due date for submission of an assessment task or an assessment activity may be scheduled during the examination period or study week. If there is a clash between an assessment activity and a scheduled examination for another unit, the scheduled central examination will take precedence and the other assessment activity must be rescheduled.
  5. Where adjustments are required due to the effect of a public holiday, requirements of professional experience programs or unforeseen circumstances that affect the delivery of the unit, a National Head of School or nominee may approve that an assessment task can be undertaken during study week or the due date for submission of an assessment task can be scheduled during study week.
 Lecturer in Charge or
National Lecturer in Charge
where appropriate
5. Provisions relating to assessment tasks that are hurdle tasks
  1. If students are allowed to reattempt an ungraded hurdle task until the required standard has been achieved, the maximum number of permissible attempts must be stated in the extended unit outline. If an ungraded hurdle task can only be attempted once, this must be stated in the extended unit outline, together with an explanation why.
  2. Except in conditions specified below, students are allowed one attempt at each graded hurdle task.
  3. A student is allowed one additional attempt at a graded hurdle task when all of the following apply: Students do not need to request this: instead, the opportunity must be offered.
    1. it is practically feasible for the task to be re-attempted, either in whole or in part;
    2. the feasibility established in (a) has been stated as a provision in the extended unit outline (see below);
    3. the student obtained between 45 and 49% of the pass mark for the graded hurdle.
  4. Students who have re-attempted a graded hurdle under provision 5.3 can be permitted to attempt the graded hurdle again under provisions of supplementary assessment and in accordance with section 6 below.
  5. When (5.3 a) above is possible, this must be specified in the extended unit outline in one of the following ways:
    1. “Students obtaining between 45 and 49% of the pass mark for the graded hurdle will be permitted one additional attempt at the whole task.”
    2. “Students obtaining between 45 and 49% of the pass mark for the graded hurdle will be permitted one additional attempt at that part of the task that was below the passing standard.”
  6. Supplementary assessment for graded hurdle tasks can only be offered to students when all of the following apply:
    1. supplementary assessment is allowed in that unit
    2. it is practically possible for a hurdle task to be re-attempted, either in whole or in part at the time the supplementary assessments are offered
    3. the learning outcomes for which the student has failed to demonstrate a passing standard are only assessed by the graded hurdle task.
  7. Whether it is possible to offer a supplementary assessment of the graded hurdle task must be specified in the extended unit outline in one of the following ways”:
    1. “Students obtaining between 45 and 49% of the pass mark for the unit as a whole will be permitted supplementary assessment for the whole of the graded hurdle task.”
    2. “Students obtaining between 45 and 49% of the pass mark for the unit as a whole will be permitted supplementary assessment for that part of the graded hurdle task that was below the passing standard.”
  8. Any student who, despite the provisions above, fails a graded hurdle task will fail the entire unit, regardless of total marks accumulated across all assessment tasks. However, a grade of NN or NH is determined in the following way:

    If the aggregate mark is below 45% of all marks available, then the grade to be awarded must be NN because the student has failed the unit outright (i.e. regardless of the failed graded hurdle). The mark will be the aggregate of the marks.

    If the aggregate mark is 50% or higher, the grade will be NH (because of the failed graded hurdle). Regardless of the actual aggregate mark, the mark awarded will be recorded as 49%.

    NB: If the aggregate mark is between 45 and 49% of all marks available, the student will already have used any available re-attempt at the graded hurdle and therefore cannot pass the unit even if supplementary assessment was to be applied to other (non-hurdle) assessment tasks and a higher mark ultimately obtained. Thus, this situation is treated the same way as when the mark is below 45%: the student is awarded a grade of NN and their aggregate mark (between 45 and 49%).
6. Communicating assessment requirements and schedule to students
  1. The Unit Outline must be available on the University's learning management system (LEO) prior to the commencement of the study period.

Lecturer in Charge
or National Lecturer in Charge
where appropriate
  1. Where a National Head of School approves a change to a unit outline under Section 4 above, any such variation should maintain the relationship between the assessment methods and the learning outcomes expected for the unit and students should not be disadvantaged by the change, or the timing of the change. A written revised schedule must then be made available to students via LEO and be provided in class. For online or multi-mode units the revised schedule must also be distributed by email.
  2. If electronic text matching ('plagiarism detection') software is to be used or may be used students should be advised of the circumstances of its use.

National Head of School
7. Unit Outline and assessment requirements Provide students with a copy of the Unit Outline on LEO at least one week prior to the commencement of the study period.
In the case of non-standard study periods this must occur prior to the census date.		 Lecturer in Charge
or National Lecturer in Charge
where appropriate
8. Class lists Check accuracy/completeness of class lists and advise students attending class but not included on the class list to check their enrolment.

Lecturer in Charge

Throughout the study period
9. Communication and advice to students
  1. Be available for student consultation and provision of academic advice on a regular basis, informing students of their availability for consultation (with and without appointments).
  2. Explain assessment tasks to students, including the relationship of assessment tasks to the unit and course learning outcomes and graduate attributes/generic skills.
  3. Communicate with/provide updates to students through their University email account, LEO and/or any other communication media used for the unit.

Course Coordinator,
Lecturer in Charge,
National Lecturer in Charge
as appropriate,
Lecturers,
Tutors.
  1. On request, provide clarification to a student regarding results for an assessment task or final grade in a unit.

Lecturer in Charge,
National Lecturer in Charge
as appropriate,
Markers
10. Running assessment tasks
  1. Ensure that assessment practices are conducted in a consistent and coherent manner.
  2. Undertake the assessment of students' work in accordance with the requirements specified in the Unit Outline and with the assessment strategy for the unit.
  3. Prepare and arrange the conduct of all School-based assessment tasks for the unit.

Lecturer in Charge or
National Lecturer in Charge
as appropriate
  1. Take all reasonable steps to detect and take action in relation to instances of academic dishonesty.
  2. Advise the Lecturer in Charge regarding student progress and effectiveness of student learning in the unit.

Lecturer in Charge,
National Lecturer in Charge
as appropriate,
Lecturer,
Markers
  1. Address any breaches of academic honesty in accordance with the Academic Integrity and Misconduct Policy.

Lecturer in Charge or
National Lecturer in Charge,
Head of School
11. Timely Marking, Moderation and grading of assessment tasks
  1. Ensure that marking is not delegated to any other member of staff, except to academic staff contracted to mark assessment.
  2. Ensure consistency and quality of assessment practice among all staff teaching and/or marking in a unit, including sessional staff.

Lecturer in Charge or
National Lecturer in Charge
  1. Provide appropriate guidelines to lecturers and markers, where used, on assessment criteria, marking procedures, moderation and methods for calculating final results.
  2. Ensure marks are provided in accordance with University practice and deadlines.
  3. Participate in discussion of and adhere to assessment and marking strategies adopted for the unit.
  4. Provide appropriate feedback to students within three weeks of the due date of submission.

Lecturer in Charge or
National Lecturer in Charge
  1. Identify students who are experiencing study difficulties with, for example, English language, numeracy or academic literacy, and direct them to appropriate University support.

Lecturer in Charge or
National Lecturer in Charge
  1. Provide data relating to results in assessment tasks and attendance, if required, to the Lecturer in Charge.
  2. Implement Faculty internal moderation processes and provide advice on how moderation is to be implemented in all units.

Lecturer in Charge
or
National Lecturer in Charge,
Lecturers,
Markers
  1. Consult with lecturers on their own and other campuses to agree to an equitable assessment plan and marking criteria for the unit. Where units are offered on different campuses and/or in different modes, ensure equivalence of assessment tasks and marking criteria in all instances of offering.
  2. Participate in post-moderation or benchmarking for the unit as required by the Faculty or School.
  3. Ensure that electronic records of results for each assessment item are recorded on Gradebook. Do not use Gradebook to calculate overall unit marks and grades (even when it has the technical capacity to do so). Always hide the Totals column from student view.
  4. Ensure results are entered into Banner prior to the published roll date and release to students.

Lecturer in Charge
or
National Lecturer in Charge,
Lecturers,
Markers.
12. Return of assessment tasks Establish procedures for timely return of marked assessment tasks to students in class, electronically or through other means consistent with Faculty protocols and ensure they are communicated to students and relevant staff. Please note that should numerical marks be returned to students they are provisional and subject to moderation.
Retain written authority to return assessment tasks to a person other than the student (Table 1, Section 8.1).		 Lecturer in Charge or
National Lecturer in Charge
13. Change to assessment task or criteria
  1. Where exceptional circumstances arise, seek written approval of the Head of School to change assessment tasks or criteria for a unit after the first week of the study period. Such changes must not result in disadvantage to any student.

Lecturer in Charge or
National Lecturer in Charge
  1. Evaluate and determine requests from Lecturers in Charge for any such change.

National Head of School
  1. Advise all students, through LEO and by email, of approved changes in a timely manner.

Lecturer in Charge or
National Lecturer in Charge
14. Units with minimum or compulsory attendance requirements Keep attendance records for all classes in units where a compulsory or minimum attendance level is prescribed.

Lecturer in Charge or
National Lecturer in Charge,
Lecturers,
Tutors
15. Applications for extension of due date and time Determine applications for extension of the due date and time for submission of assessment tasks as soon as possible after receipt. Lecturer in Charge or National Lecturer in Charge
16. Results Results must be recorded, submitted and finalised according to the Student Results Procedures.

Lecturer in Charge, Lead Academic Core Curriculum,
Head of School or equivalent,
Student Administration

Prior to commencement of or during the study period
17. Students with disabilities
  1. Assess and determine reasonable adjustments to learning and assessment arrangements for students who have disabilities through an Education Inclusion Plan (EIP).

Disability Advisors
  1. Provide the Head of School or nominee with a copy of the EIP.

Disability Advisors
  1. When aware of the existence of an EIP, make reasonable learning and assessment adjustments for students with disabilities in accordance with the EIP recommendations.
  2. Ensure other lecturers in the unit are aware of the Examination Adjustments Guidelines.

Lecturer in Charge or
National Lecturer in Charge,
Lecturers,
Tutors
  1. Oversee implementation of academic adjustments as recommended on EIPs.

Lecturer in Charge
18. Applications for Special Consideration
  1. Forward SC applications together with all supporting documentation to the Lecturer in Charge or Course Coordinator in a timely manner so that the Course Coordinator can notify the student of the outcome of the application within 10 working days from the date the application is lodged. Special Consideration - Students

School Office,
Lecturer in Charge,
Course Coordinator
  1. Assess and determine SC applications.
  2. Advise students of the outcome of their application within 10 working days from the date the application was lodged.

Lecturer in Charge,
Course Coordinator or
Head of School

Following release of results
19. Reviews and appeals
  1. Facilitate requests for review of examination papers.
  2. Consider requests for the review of the calculation of a final result.
  3. Consider whether the Unit Outline has been prepared in accordance with the Assessment Policy.
  4. Consider whether an application for extension, deferred examination or special consideration was considered correctly.
  5. Consider whether a student has been disadvantaged by the conduct of an assessment task.
  6. Consider whether a student has been disadvantages by a variation of the assessment requirements or feedback provisions as set out in the Unit Outline.

Responsibilities as defined in the Student Appeals Policy
20. Disposal of assessment tasks In accordance with ACU Records Retention and Disposal Schedule, dispose of uncollected assessment tasks through confidential waste, six months after release of final results in the unit. School Office,
Lecturer in Charge or
National Lecturer in Charge
21. Supplementary assessment task/s

21.1 Supplementary assessment is provided to support students' learning, their development, and to aid their course progression and completion. It applies to eligible students for the duration of their course of study. Supplementary assessment is not a re-assessment of the student's overall grade, or the mark for an individual assessment item, or a deferred assessment. It consists of a new item (or items) of assessment designed to give students an additional (i.e. supplementary) opportunity to demonstrate their satisfactory attainment of specific learning outcomes as specified for the unit.

21.2 A student who has gained 45-49% in a unit may be awarded an interim fail (NF) grade and may be eligible for a supplementary assessment provided that:

  1. the course rules do not preclude Supplementary Assessment;
  2. the unit is not a professional experience or community engagement unit;
  3. the student has satisfied any compulsory attendance requirements for the unit;
  4. the student has passed any applicable ungraded hurdle task, as required under the Assessment Policy.
  5. Subject to (a) to (d) above, in any one semester:
    1. A student with more than one NF grade is not eligible for supplementary assessment in any unit.
    2. A student who obtains NF in one unit, and who passes all other units, will be offered supplementary assessment in that unit.
    3. Provisions e(i) and e(ii) apply regardless of whether the student is studying full-time or part-time regardless of the total number of units studied in the semester (or study period).

21.3 Supplementary assessment is subject to the same considerations under the Academic Regulations and policies (including Academic Integrity and Misconduct, Special Consideration and Appeal processes) as for standard assessment.

Head of School or National Head of School,
Lecturer in Charge or
National Lecurer in Charge

21.4 Results in courses gained by students undertaking approved cross-institutional study will be considered in determining eligibility for supplementary assessment.

Head of School or National Head of School

21.5 The highest grade which can be awarded to students who successfully complete supplementary assessment requirements is a Pass (PA) grade.

21.6 Students who are unsuccessful in meeting supplementary assessment requirements will be awarded a Fail (NN) grade.

Lecturer in Charge or National Lecturer in Charge, Lecturers, Markers

21.7 Students who are eligible for supplementary assessment will be notified by the Lecturer in Charge.

Lecturer in Charge or National Lecturer in Charge

21.8 The Lecturer in Charge will be required to:

  1. Ensure that the students' grade has been entered into 'Student Connect' as an “NF”;
  2. Determine if the student is eligible for supplementary assessment by:
    1. checking eligibility criteria (as in 21.2 a-e above), and
    2. checking the report provided by Student Systems (identifying students with only one NF grade for that study period);
  3. Set new assessment task(s) that are appropriate to each student and that will assess the learning outcomes for which individual evidence is required;
  4. Notify a student of the supplementary assessment task/s, normally within three working days of the release date of results for the semester (study period), including details of the supplementary assessment task/s, day, date, time and location. Where there is a delay in the release of results a notification should be sent as soon as practicable;
  5. Assess the supplementary task;
  6. After the assessment convert the NF interim grade to either a Pass (PA) grade or a Fail (NN) final grade. The LIC will submit a change of grade form (CG) to the Head of School within 10 working days of the student completing the supplementary assessment task/s. If no final result grade has been assigned to the unit by the end of third week of the following semester, or after 60 days in the case of a non-standard study period, it will automatically roll to a Fail (NN);
  7. Notify the N-LIC (if applicable) of the outcomes.

21.9 Supplementary assessment will overlap with the deferred examination period, but will not commence until 6 days following the release of results for that semester (or study period).

Lecturer in Charge or
National Lecturer in Charge

Table 4: Staff responsibilities with regard to quality assurance of courses and units

Faculties will oversee and assure the quality of all courses and units and the appropriateness and quality of assessment in those courses and units, and undertake moderation and benchmarking, in accordance with the following:

Timing and category of task Action required Responsible Officer
1. Course and unit oversight
  1. Establish course/discipline committees and appoint chairs according to the needs of the Faculty/School.
  2. Develop a process for the approval of Unit Outlines and the development, moderation and review of assessment within the Faculty/Schools.
 Executive Dean or nominee
  1. Oversee all units offered by the School.
 Head of School or
National Head of School
  1. Monitor unit evaluations and assessment practices in the Faculty/School and provide advice as appropriate.
 Executive Dean or nominee
Head of School or
National Head of School
2. Quality assurance of assessment
  1. Ensure a whole of course approach to assessment, including alignment of criteria and standards to unit and course learning outcomes.
  2. Ensure there is an appropriate and varied range of assessment types, mapped across the course, that are developmental, especially in relation to academic literacy the University graduate attributes and their English language capabilities.
  3. Ensure that all assessment is moderated at the design stage, during its implementation and post-implementation.
  4. Ensure that assessment is equivalent across campuses/locations and appropriate to the development level of the unit.
 Course Coordinator or
Head of School
3. Moderation, review and benchmarking
  1. Ensure that the design, pre-moderation and post-moderation of assessment in units is implemented in accordance with Faculty quality assurance practices and procedures.
  2. Assessment tasks will be subject to routine pre-assessment review to ensure that they reflect appropriate assessment design, including their fit with unit learning outcomes, focus on higher-order learning, use of appropriate assessment criteria and appropriateness in relation to progressive learning and assessment during the course as well as alignment with pre-requisite unit's learning outcomes.
  3. Units offered across campuses must be developed to ensure that they have equivalent assessment tasks with the same learning outcomes and graduate attributes at the same standards. Variation is possible but equivalence should be demonstrable and no students should be advantaged or disadvantaged relative to students undertaking the unit at another campus or location or in another study mode. Please see Section 6 in the Assessment Policy.
  4. Moderation will be undertaken in all units to ensure the assessment criteria and standards used when marking are consistent with the criteria and standards that would be applied by other markers in the same discipline. Evidence of moderation must be provided with the recommended grades and marks provided to Faculty Board.
  5. Students should be informed that it is routine practice for samples of students' work to be used for moderation.
 Executive Dean or nominee
1 Any role assigned to a Lecturer in Charge will also be discharged by a National Lecturer in Charge where such a position exists.
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