|
940b/2011 PRINCIPLES 1. Purpose The Assessment of Student Learning Policy describes the way assessment is conducted in the University. However it is recognised that the approach to the assessment of student learning is deeply embedded in disciplinary and professional cultures and it is the responsibility of each College to put in place specific procedures and responsibilities within the framework described in this Policy. 2. Scope This Policy applies to the assessment of student learning in all undergraduate and graduate coursework courses. 3. Implementation It is recognised that the effective implementation of this Policy requires both an understanding of the underpinning educational principles and adequate resourcing. Its implementation must, therefore, be accompanied with appropriate professional development and support. 4. General Principles 4.1 The assessment of student learning fulfils a number of different purposes and the University's approach to assessment addresses the different needs of students, academic staff, the institution and the community. 4.2 The quality of education at the University is underpinned by an understanding of how students learn and the way student learning is assessed. 4.3 The judgments that are made about student learning represent the educational standards upheld by the University and the expectations we have of our students. 4.4 The creation of assessment tasks and the judgments about student performance in undertaking those assessment tasks are core aspects of academic practice and grounded in the expertise of academic staff as disciplinary or professional experts. 4.5 The capacity to make judgements about the quality of academic work, both one's own work and the work of others, is developed in students as part of the learning they undertake at the University. 4.6 While the Principles of good practice in the assessment of student learning apply across all areas of the University, the way in which the assessment of student learning is conducted, and the assessment tasks they undertake, depends on both the disciplinary context and the level of learning. 4.7 The assessment of student learning in coursework courses takes place according to the Policy: Code of Practice for Teaching and Learning and Procedure: Course Assessment: Consultation and Finalisation and is informed by the Guideline: Commentary on the Code of Practice for Teaching and Learning Relevant ANU Policies, Examples and Explanations. 5. Learning Outcomes 5.1 Each coursework course has clearly defined learning outcomes which are described in the Course Outline. Student learning in a course is explicitly assessed against these learning outcomes which form part of the overall learning outcomes of the award program. 5.2 Learning outcomes describe how students will demonstrate their learning in a course and form the basis for assessment. 6. Course Outlines 6.1 Course Outlines contain information on the assessment tasks which will be undertaken. These tasks are the means by which students demonstrate the extent to which they have achieved the learning outcomes of the course. 7. Assessment Tasks 7.1 Each of the different assessment tasks in a course is related to one or more of the learning outcomes in that course and together they address all of the learning outcomes of the course. 7.2 The undertaking of assessment tasks is a core learning activity for students and assessment tasks are designed to ensure that students are required to engage in learning that directly reflects the learning outcomes of the course, known as constructive alignment. 7.3. The relationship between the assessment tasks, the learning activities they require, the learning outcomes they each address and the overall aims of the course are explained to students. 7.4 The diversity of assessment tasks, the amount of time required to complete assessment tasks, the weighting of different assessment tasks contributing to the overall assessment, and the timing and sequencing of assessment tasks over a course are all designed to support student learning. 8. Consultation on Assessment 8.1 Students enrolled in a course are given the opportunity to request changes to the form of assessment in that course during the first two weeks of the Semester as explained in the Procedure: Course Assessment: Consultation and Finalisation. 9. Examinations 9.1 Examinations in graduate coursework courses must be conducted according to the Graduate Coursework Awards Rules and the Assessment Rules (Examinations Rules) . 9.2 Examinations in undergraduate coursework courses must be conducted according to the Undergraduate Awards Rules and the Assessment Rules (Examinations Rules). 10. Academic Judgment of Student Learning 10.1 For each assessment task in a course the performance of each student is assessed against defined assessment criteria and the overall judgement expressed as a grade and/or mark. 10.2 Before commencing an assessment task students are provided with information on how achievement for each assessment criterion will be assessed. 11. Feedback to Students on Their Learning 11.1 Students are provided with timely, constructive and actionable feedback on their performance in assessment tasks specifically related to the learning outcomes of the course in order to assist with their learning. 11.2 Where appropriate and possible each assessment task is accompanied by a statement about when students will have their marked/graded assignments returned to them or may inspect non-returnable assessment items. 11.3 To facilitate their learning during a course, students should undertake assessment tasks and receive feedback on their performance early in the course in order to maximise opportunities for learning. 11.4 In addition to assessment which contributes to the final grade, known as summative assessment, students should also be given the opportunity to undertake assessment tasks and receive feedback on their performance which does not contribute to their final grade, known as formative assessment. This can take a variety of forms such as self-assessment, peer-assessment, in-class feedback and the provision of examples of high standard work. 11.5 Students are given an opportunity to discuss their performance in an assessment task and the mark/grade they received with an appropriate member of the academic staff. 12. Grading and Marking of Student Performance 12.1 Overall student performance in a course is recorded in the form of a mark and grade (or just grade) aggregated across the grades or marks allocated to individual summative assessment tasks. The contribution of the grades/marks received for individual assessment tasks to the overall grade/mark (or just grade) for the course is explained in the Course Outline. 12.2 Student participation in carrying out course activities (e.g. interpersonal skills in tutorials) can be subject to assessment if that performance is included as one of the learning outcomes of the course. However, marks/grades contributing to the overall assessment of a student in a course cannot be given merely for attendance at course activities. 12.3 Participation in specified class activities can be made a requirement of passing a course if this can be justified on the basis of the teaching model being employed (e.g. group experiments in science or case study teaching) and is stated in the Course Outline. 12.4 Where the assessment of ephemeral performances (e.g. oral presentations, musical performances) exceeds 10% of the overall assessment in a course, Colleges must put in place appropriate procedures which would allow subsequent validation of the assessment. 12.5 Where appropriate and possible, students are able to submit assessment items in a form which allows assessment to take place anonymously, in order to ensure that judgments are being made, and are perceived to being made, fairly and free of bias. 12.6 The assessment tasks and the judgements made of student learning in a course are moderated before being approved to ensure that the judgements of student performance are appropriate, consistent, transparent, reliable and valid. 12.7 The standards that apply to High Distinction, Distinction, Credit and Pass in all coursework courses are as follows: HD | Work of exceptional quality, which demonstrates comprehensive understanding of the subject matter, mastery of relevant skills, sophisticated or original critical and conceptual analysis, and outstanding quality in clarity, precision and presentation of work | D | Work of superior quality, which demonstrates a thorough knowledge and understanding of the subject matter, proficiency in relevant skills, and analytical and conceptual ability of a high order | C | Work of good quality, which displays a good understanding of the subject matter and a sound grasp of relevant skills | P | Work of satisfactory quality, which displays an adequate understanding of most of the subject matter and a sufficient grasp of relevant skills | N | Work which is incomplete or displays an inadequate understanding of the subject matter or an inadequate grasp of relevant skills |
In some courses alternative grade schemes exist (e.g. Course Requirements Satisfied, Higher Level Pass). 12.8 Where students receive numerical marks, the relationship between marks and grades is as follows: Standard grade scale: Grade | Letter Grade | Numerical mark | High Distinction | HD | 80-100% | Distinction | D | 70-79% | Credit | C | 60-69% | Pass | P | 50-59% | Pass at a supplementary examination | PS | 50% | Fail | N | 0-49% |
Honours grades and graded graduate coursework exit standards: Grade | Letter Grade | Numerical Mark | Graduate Diploma | Master Coursework | Master Coursework and Research | First Class Honours | H1 | 80-100% | Awarded the Diploma with Distinction | Distinction | First Class Honours | Second Class Honours Division A | H2A | 70-79% | Awarded the Diploma with Merit | Merit | Second Class Honours Division A | Second Class Honours Division B | H2B | 60-69% | Awarded the Diploma | Award | Second Class Honours Division B | Third Class Honours | H3 | 50-59% | Awarded the Diploma | | Third Class Honours | Fail | N | 0 - 49% | | | |
These two grade scales provide a common framework for the University. 13. Supplementary assessment 13.1 Supplementary assessment must be conducted according to the procedures described in the Assessment Rules (Examinations Rules). 14. Students with disabilities 14.1 All assessment tasks must comply with the Policy: Disability. 15. Academic Integrity 15.1 Assessment tasks should be designed in such a way that encourages good academic practice and the potential for plagiarism is minimised. 15.2 Where appropriate and possible student work submitted for assessment should carry a declaration by the student stating that it is their own work. 15.3 The assessment of student learning in coursework courses must comply with the Policy: Code of Practice for Student Academic Integrity. 15.4 The process for determining and then responding to apparent poor academic practice or academic misconduct related to academic integrity must be conducted according to the procedures described in the Procedure: Code of Practice for Student Academic Integrity. 16. Assessment Arrangements for Students from Language Backgrounds Other than English 16.1 The assessment of student learning in coursework courses must comply with the Policy: Assessment Arrangements for Students from Language Backgrounds Other Than English. 16.2 The assessment of student learning in coursework courses must be conducted according to the Procedure: Assessment arrangements for students from language backgrounds other than English. 17. Online Assessment 17.1 Any aspect of the assessment of student learning that takes place online in a course must comply with this policy and all other policies related to the assessment of student learning. 17.2 If a course allows students to submit assignments and/or receive feedback online, this must be stated in the Course Outline and the Course Outline must contain a full description of any technical requirements. 17.3 If a course requires students to participate in any online activities which are associated with assessment, this must be stated in the Course Outline and the Course Outline must contain a full description of any technical requirements that are beyond those required to interact with the University's learning management systems. 18. Assessment Review and Appeals 18.1 The University recognises the right of students to seek a review of, and to appeal against, their final result in a course. 18.2 Appeals against assessment outcomes are conducted according to the Procedure: Assessment Review and Appeals. 19. Record Keeping 19.1 Records of assessment processes and the assessment outcomes for each course in terms of marks/grades are kept in accordance with the University Policy: Records and Archives Management.
20. Quality assurance 20.1 Colleges monitor, review and report on the outcomes of the assessment of student learning in all undergraduate and graduate coursework courses. 21. Benchmarking 21.1. The assessment tasks and the judgements made of student learning in the University's courses are subject to periodic benchmarking to ensure the maintenance of appropriate academic standards. Benchmarking involves comparing academic standards in one course with the academic standards applied (a) in the same course at different times, (b) in different courses in the same institution or (c) similar courses in other institutions. 22. Responsibilities 22.1 The Course Authority is responsible for ensuring the Course Outline contains descriptions of the learning outcomes of the course, the assessment tasks to be used in the course and the way marks for individual assessment tasks will be aggregated to derive an overall mark for the course. 22.2 The Course Authority is responsible for ensuring that all individuals involved in teaching the course and/or assessing students are familiar with and understand the learning outcomes of the course, the University's policies related to assessment and the assessment procedures that are implemented within the College. 22.3 The Course Authority is responsible for determining what materials are permitted for use by students in an examination. 22.4 The Course Authority is responsible for providing their College for the purposes of quality assurance and benchmarking with examples of anonymous student work at different levels of achievement and information on learning outcomes, assessment processes and the outcomes of assessment. 22.5 Colleges are responsible for keeping examples of anonymous student work at different levels of achievement and records of learning outcomes, assessment processes and the outcomes of assessment in accord with the Policy: Benchmarking of Educational Quality and Standards. 23. Implementation 23.1 Each College is responsible for the implementation of this assessment policy. The processes in place in each College can be found at: ANU College of Arts & Social Sciences [URL to be provided] ANU College of Asia & the Pacific [URL to be provided] ANU College of Engineering & Computer Science: https://cecs.anu.edu.au/current_students/undergraduate/assessment ANU College of Business & Economics: http://cbe.anu.edu.au/Current_Students/general_info/Assessment.asp ANU College of Law [URL to be provided] ANU College of Medicine, Biology and Environment: http://cmbe.anu.edu.au/study/student-guide/rules-policies/assessments ANU Medical School: http://medicalschool.anu.edu.au/curriculum/?IntContId=7618&IntCatId=10 ANU College of Physical and Mathematical Sciences: http://cpms.anu.edu.au/study/student-guide/rules-policies/assessments 23.2 Examples and case studies of how to implement the assessment principles contained in this policy are available on the assessment section of the Centre for Higher Education, Learning and Teaching (CHELT) Web site http://chelt.anu.edu.au//.
Glossary of terms used in connection with assessing student learning in Courses Assessment | The process of making academic judgments of student learning and requiring academic expertise and experience. The judgments are made against agreed academic standards and expressed as marks or grades. | Learning outcome | The form in which students demonstrate their learning and achievement of the aims of a course by undertaking an assessment task. In higher education learning outcomes are described using verbs such as "create", "evaluate", "compare", "criticise" etc. Course Outlines contain a description of both the aims and learning outcomes of the course. | Assessment task | A task undertaken by students which requires them to demonstrate one or more of the learning outcomes of a course. | Formative assessment | Assessment where student performance does not contribute to their final mark or grade in the course. Formative assessment provides students with feedback on their learning. | Summative assessment | Assessment where student performance contributes to their final mark or grade in the course. | Assessment criteria | The different aspects of an assessment task that are subject to separate assessment. Students are informed about the assessment criteria before they commence an assessment task. | Academic standard | A level of student learning that is assessed through specified learning outcomes and about which there is consensus within the relevant disciplinary community. | Grade | A particular academic standard of student learning that is recognised and agreed. Typically at least five different grades or levels of learning are recognised - High Distinction, Distinction, Credit, Pass and Fail. | Constructive alignment | The term used to describe the alignment of course aims, learning outcomes, assessment tasks and assessment criteria. | Mark | A number associated with a particular grade either (a) used to enable different grades awarded to different assessment items to be weighted and aggregated or (b) a single overall mark resulting from the weighting and aggregation of marks awarded for individual assessment items. | Feedback | The process of providing students with an evaluation of the level of learning they achieve with respect to the assessment criteria for each assessment task they undertake. It is desirable that feedback includes information on how students could improve their performance. | Moderation | The process by which agreement is reached about the level of learning demonstrated by a student for a particular item of assessment prior to the student receiving their mark or grade accounting for any differences in academic judgment made by different assessors against the agreed standards. The moderation process could involve (a) ignoring the assessment of particular assessors (b) changing the grade or mark awarded to an item of assessment or (c) reassessing an item of assessment. | Benchmarking | The process of comparing academic standards in one course with the academic standards applied (a) in the same course at different times, (b) in different courses in the same institution or (c) similar courses in other institutions. |
ANU Policies, Guidelines and Procedures Related to the Assessment of Student Learning STUDENT LEGISLATION Academic Progress Rules Assessment Rules Discipline Rules Medical Leave Rules Graduate Coursework Awards Rules Undergraduate Awards Rules POLICIES Academic Progress Assessment Arrangements for Students from Language Backgrounds Other than English Assessment of Student Learning Benchmarking of Educational Quality and Standards Code of Practice for Student Academic Integrity Code of Practice for Teaching and Learning Student Complaint Resolution Student Feedback on Teaching and Learning GUIDELINES Commentary on the Code of Practice for Teaching and Learning Relevant ANU Policies, Examples and Explanations Student Surveys on Teaching and Learning PROCEDURES Academic Progress Assessment arrangements for students from language backgrounds other than English Code of Practice for Student Academic Integrity Assessment Review and Appeals Course Assessment: Consultation and Finalisation Student Complaint Resolution
|
General Information
Authorisation & Contact Information
Relevant Dates
Related Documents
Principles
Modification History