Assessment for Coursework Programs Policy

Note: This policy is being implemented progressively across the University and will be fully implemented for the 2010 academic year.

OVERVIEW

Assessment is a core academic activity and an essential component of the learning process. Its main purposes are to encourage student learning, to make judgements about student achievements, and to monitor the effectiveness of the learning environment. This policy sets out the principles which underpin the University of Adelaide's approach to assessment, and the mandatory procedures which ensure that the principles are implemented.

SCOPE AND APPLICATION

This Policy applies in respect of all undergraduate, Honours and postgraduate coursework award programs offered by the University of Adelaide. All staff and title holders of the University must comply with this policy whenever they are engaged in an aspect of the assessment process.

PRINCIPLES

The University's approach to assessment is based on the following principles, which must be observed within all Faculties. The policy acknowledges that types of assessment used throughout the University are diverse and vary according to the academic discipline.

1. Assessment must encourage and reinforce learning

This principle is achieved when:

a. Meaningful and timely feedback is given.

b. Students have an opportunity to access examples of previous assessment tasks.

2. Assessment must measure achievement of the stated learning objectives

This principle is achieved when:

a. The assessment tasks clearly test the specified course learning objectives[1].

b. Marks for all pieces of assessment and the overall grade for a course are decided by reference to pre-determined criteria and standards linked to the specified course learning objectives.

c. Marks reflect the actual achievement of the student(s).

3. Assessment must enable robust and fair judgements about student performance

This principle is achieved when:

a. Assessment types are sufficiently extensive and varied to permit valid judgement.

b. Assessment tasks are designed to minimise opportunities for plagiarism and cheating.

c. Non-criteria-related influences on assessors and markers are minimised.

4. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.

This principle is achieved when:

a. Student workloads and the unit value of the course are taken into account in setting the assessment tasks.

b. Students are given timely information about assessment.

c. Without compromising the academic standards of the assessment, reasonable adjustments are made to minimise any disadvantages to a student that result from the student's disability, special needs or unforeseen circumstances.

d. Gender, racial or cultural bias is avoided and inclusive language is used.

e. Students are given an opportunity to discuss concerns about assessment outcomes with academic staff and to raise grievances about assessment in accord with the Student Grievance Resolution Process.

5. Assessment must maintain academic standards

This principle is achieved when:

a. Courses offered at multiple locations have equivalent assessment.

b. Assessments are marked by appropriately qualified assessors

c. Grades are applied consistently in accord with the University's Grade Descriptors.

d. Each Faculty has a process to review course assessment and certify outcomes, and a quality assurance system for monitoring assessment standards and consistency.

PROCEDURES

For each of the mandatory procedures below, the number of the Principle to which it relates is identified. All assessment activity must be conducted in accord with the assessment Principles, whether or not there is a specific related Procedure. The Procedures have been set out in a broad chronological order, from setting assessment tasks through to certifying results.

1. Setting assessment tasks and weightings

Responsibility: Course Coordinator

a. Ensure each course has a variety of types of assessment (see CLPD Resource Centre for examples) in accord with the total course assessment limits specified below Principle 3a:

i Group assessment tasks: no more than 30%

ii Participation: no more than 10%

iii Self or peer assessment: no more than 10%

iv Any single item of summative assessment: no more than 70%. Principles 1a & 3a. Note: A single item of summative assessment greater than 70% may be offered, provided students have been offered other summative assessment options that comply with Procedure 1.a.iv.

b. Ensure every course contains at least one assessment task that is set, submitted, marked and returned to students by the mid-point of the course. For courses presented in intensive modes, where setting, submitting, marking and returning assessment tasks to students is impractical, there must be feedback to students in a time period appropriate to the duration of the course Principle la.

c. Ensure that the deadlines for multiple assessment tasks in the same course do not coincide, if those assessment tasks together total more than 50% of the total assessment Principle 4a.

Exceptions to 1a, 1b and 1c may be approved by the Executive Dean or delegate, in writing, provided they are satisfied there are sound pedagogical reasons for the exception, and the exceptions are reported to the Assessment Monitoring Committee.

d. Ensure assessment tasks are linked to the specified course learning objectives Principle 2a.

See CLPD Resource Centre for guidance on this.

e. Ensure that each assessment task is given an appropriate weighting which reflects the importance of the course learning objectives being tested by that task Principle 2a.

f. Ensure assessment topics/questions are regularly reviewed to minimise opportunities for plagiarism and cheating Principle 3b.

See CLPD Resource Centre re assessment design.

2. Informing students

Responsibility: Course coordinator

a. Ensure that all students are notified through the Course Profile[2] of assessment tasks and weightings by the commencement of teaching. Where assessment requirements are negotiated with students, ensure information about this process is included in the Course Profile Principle 4b.

b. Do not change assessment tasks and weightings after the commencement of teaching (or, where assessment requirements are negotiated with students, the date of agreement with students), except with the prior written approval of the Head of School. Ensure all students in the course are notified individually and promptly of any changes Principle 4b.

c. Ensure that students have access to exemplars or examples of previous assessment tasks and the standards expected. Where significantly new forms of assessment have been introduced, ensure students have access to an exemplar of the new form of assessment. Where it is not possible to provide an exemplar or example, a suitable description of the task and expected standard may be provided Principle 1b.

3. Examinations

Responsibility: All staff involved in examinations

a. Apply the Examinations Policy to the preparation of examination papers and administration of examinations.

4. Assignment extensions and adjustments

Responsibility: Head of School, with Course Coordinator

a. Ensure there is a clear statement on the availability of extensions to specified assessment deadlines, either for each course or for all courses within a School, in accord with the Course Profile template Principle 4c.

Responsibility: Course Coordinator

b. Make determinations in accord with the relevant extensions statement in a fair, reasonable and consistent way Principle 4c.

c. Apply the Reasonable Adjustments for Teaching and Assessment for Students with a Disability Policy where appropriate Principle 4c.

5. Marking assessments

Responsibility: Head of School, with Course Coordinator

a. Ensure all markers are appropriately qualified Principle 5b.

Responsibility: Course Coordinator

b. Ensure an individual student's marks are determined by reference to their performance against pre-determined criteria and standards linked to the specified course learning objectives and not by ranking against the performance of the student cohort in the course Principles 2b, 2c.

Exceptions to b. may be approved by the Executive Dean or delegate, in writing, provided they are satisfied there are sound pedagogical reasons for the exception, and the exceptions are reported to the Assessment Monitoring Committee.

c. Ensure the Conflict of Interests Policy is applied Principle 3c.

d. Where there is more than one marker, ensure that appropriate marking guidelines and a moderation process are in place Principles 2b, 3c, 5b, 5c.

e. Recommend grades for each student in the course to the relevant assessment review committee, and provide such other information as is requested by that committee Principle 5.


6. Giving feedback to students

Responsibility: Course Coordinator and all staff engaged in assessment marking

a. Ensure all assessment, other than the last assessment task in a course, is returned within 4 weeks of the deadline for submission, or such earlier period as is specified by the relevant School Principle 4a.

b. Ensure constructive feedback on how a student or students can improve is provided after each assessment task except the last one in a course Principle 4a.

Refer to CLPD Resource Centre on methods for giving feedback, including group discussion, written comments, model answers, lists of common mistakes.

c. Refer to the Examinations Policy for procedures for return of examination scripts.

7. Assessment complaints

Responsibility: Head of School

a. Ensure assessment complaints are dealt with in accord with the Student Grievance Resolution Process Principle 4e.

8. Quality assurance processes

8.1 Assessment review committees Principle 5d

Composition

Responsibility: Executive Dean

a. Establish (an) assessment review committee(s) and allocate every course to such (a) committee(s). These committees may be at Faculty, School, Discipline or Program level, as determined for each Faculty. Each committee may have other roles and duties additional to those listed below; and may have a name that reflects its overall role.

b. Appoint the chair of each committee, having regard to the desirability of the chair having a degree of independence from the committee's business.

c. Appoint the membership for each committee: minimum 5 academic staff for committees covering multiple Disciplines, or 3 academic staff members for a single Discipline, no maximum.

Course Coordinators and academic staff who have set assessments are likely to be members of assessment review committees. All assessment committees with the minimum number of members specified above must contain at least one member who has not been involved in the particular assessments to be certified at that meeting.

Duties

Responsibility: assessment review committees

d. Meet at a time specified by the Executive Dean after the end of the teaching and assessment period for every course.

e. Review the grades in each course by:

i. scrutinising grade recommendations from Course Coordinators to ensure comparability of standards and consistency

ii. seeking advice from Course Coordinators about any concerns. The committee may consider the performance of current students against past cohorts, or the performance of individual students across a range of courses. The committee may make recommendations for changes to assessment practices in future course offerings.

f. Recommend certification of final assessment grades to Executive Dean or delegate, and provide a report to the Faculty Board.

g. Provide other advice, conduct other monitoring and exercise other authorities as specified by the Executive Dean.

Responsibility: Executive Dean (or Head of School as delegated by Executive Dean)

h. Certify final assessment grades for each course on the recommendation of an assessment review committee for release to students. The Executive Dean or delegate may seek clarification from the committee of any issue related to the assessment grades.

8.2 Faculty Quality Assurance Process Principle 5d

Responsibility: Executive Dean

a. Ensure the Faculty has an Assessment Quality Assurance Process which includes:

i. a process for review and approval of course assessment types and weightings

ii. a documented moderation process in each School to ensure consistency of marking, when there is more than one assessor of the same assessment task

iii. giving students an opportunity to provide constructive feedback on the assessment process and tasks through the application of course and program SELTs.

Delegations of Authority

Key

Authority Category

Authority

Delegation Holder

Limits

Academic

Assessment

Approve granting of assignment extensions in accord with Course/School Extensions Statement

Course Coordinator

-

Academic

Assessment

Certify final assessment grades for all courses within the Faculty/School, on advice of relevant assessment review committee

Executive Dean, or Head of School as delegate

-

Definitions

Summative assessment: An assessment the result of which is used to determine a final grade or mark. It differs from a formative assessment task, which is used primarily to assist students to monitor their performance, develop and improve, and either does not count for a final grade or can be redeemed by a further assessment task.



[1] The definition of course learning objectives is under development

[2] The definition of course profile is under development

Date uploaded 18 November 2009


This document is a component of Assessment for Coursework Programs Policy

Policy Control Information

RMO File No. 2017/4417
Policy custodian Deputy Vice-Chancellor and Vice-President (Academic)
Responsible policy officer Pro Vice-Chancellor (Student Learning)
Endorsed by Academic Board
Approved by Vice-Chancellor and President
Related Policies University Mark and Grade Schemes

Grade Descriptors

Grade Point Average calculation guide

QEC Guidelines on Hurdle Requirements

Academic Honesty and Assessment Obligations for Coursework Students Policy and Academic Dishonesty Procedures

Modified Arrangements for Coursework Assessment Policy

Reasonable Adjustments to Teaching and Assessment for Students with a Disability Policy

Student Grievance Resolution Process

Conflict of Interests Policy

Superceded Policies Good Practice Guidelines on Assessment for Staff and Students
Effective from 2 November 2022
Review Date 31 December 2025
Contact for queries about the policy Educational Quality & Compliance: eqcompliance@adelaide.edu.au

Please refer to the Policy Directory for the latest version.