Document Feedback - Review and Comment
Step 1 of 4: Comment on Document
How to make a comment?
1. Use this to open a comment box for your chosen Section, Part, Heading or clause.
2. Type your feedback into the comments box and then click "save comment" button located in the lower-right of the comment box.
3. Do not open more than one comment box at the same time.
4. When you have finished making comments proceed to the next stage by clicking on the "Continue to Step 2" button at the very bottom of this page.
Important Information
During the comment process you are connected to a database. Like internet banking, the session that connects you to the database may time-out due to inactivity. If you do not have JavaScript running you will recieve a message to advise you of the length of time before the time-out. If you have JavaScript enabled, the time-out is lengthy and should not cause difficulty, however you should note the following tips to avoid losing your comments or corrupting your entries:
-
DO NOT jump between web pages/applications while logging comments.
-
DO NOT log comments for more than one document at a time. Complete and submit all comments for one document before commenting on another.
-
DO NOT leave your submission half way through. If you need to take a break, submit your current set of comments. The system will email you a copy of your comments so you can identify where you were up to and add to them later.
-
DO NOT exit from the interface until you have completed all three stages of the submission process.
(1) Assessment is an integral part of student learning at QUT. This Policy sets out the framework for assessment and feedback at QUT to align with the Higher Education Standards Framework (Threshold Standards) 2021. (2) This Policy applies to all courses involving coursework units (including as part of a postgraduate research program) offered by QUT, and to all staff and students involved with assessment and feedback processes. (3) Assessment is an integral part of student learning at QUT. Assessment and feedback are purposefully designed to be challenging, authentic and meaningful, to promote student learning, achievement of course learning outcomes and employability. (4) The principles of the framework are: (5) Recognising that assessment and feedback are integral parts of student learning, QUT is committed to providing authentic and meaningful assessment practices based upon the following values: (6) Assessment must be designed in a way that ensures assessment in individual units complies with a typical unit assessment pattern. (7) For a 12 credit point unit: (8) For a 6 credit point unit: (9) Further guidance on assessment patterns, including exceptions, is provided in Assessment and feedback protocol (QUT staff access only). (10) Accredited course design may include units with specified threshold assessment conditions that a student must meet to receive a passing grade in a unit. (11) Any special conditions of assessment must be included in the unit outline (Unit and Module Information Policy), including the requirements and consequences of failing to meet the threshold conditions. (12) Assessment at QUT is conducted with reference to learning outcomes and clearly defined standards of performance. (13) A standards-based approach to assessment requires: (14) Results of assessment items in a unit are combined transparently to determine the final grade of the unit. (15) Further guidance on standards-based assessment is provided in Assessment and feedback protocol (QUT staff access only). (16) Achievement standards refer to the quality of learning demonstrated by a student, with respect to knowledge, skills and abilities, through the summative assessment they complete in units and courses. QUT monitors the quality of student learning in units and courses by assuring achievement standards through a scheduled cyclical practice, internally and externally. (17) Internally, it involves course teams interacting and collaborating to: (18) Externally, it involves independent and knowledgeable peers or recognised authoritative groups (such as professional and industry bodies) in the review and calibration of QUT’s standards in comparison to other institutional settings and professional contexts. (19) Further guidance on assuring achievement standards is provided in Assuring achievement standards – guidelines (QUT staff access only) and External referencing practices (QUT staff access only). (20) Students are entitled to: (21) QUT requires students to submit assessment work via the specified means by the due date and time set for submission so that it may be marked against assessment criteria, with feedback returned in a timely manner to support future learning. Students must meet assessment timeframes unless special circumstances prevent this occurring, and an academic concession is granted (Student Academic Concessions Policy). (22) The release of assessment results supports the objective of providing timely feedback as a support to future learning and also promotes administrative release of information under right to information and privacy legislation. (23) Assessment is generally returned or released to students following completion of marking and moderation, with appropriate general and specific feedback. This is done in a manner which does not breach other students’ privacy, protects their work from tampering or unauthorised access and maintains the values of fairness and academic integrity. (24) Students are entitled to timely access to the results and feedback of their own assessment items. During a teaching period, students should discuss their progress in all assessment tasks, normally with relevant teaching staff, and can expect to be provided with a clear indication of the extent to which they have or have not achieved the criteria and standards set for each assessment item. Since this step may constitute a significant component of the learning outcomes for the unit, this should be undertaken as soon as possible (normally within five working days) after the release of the grades and/or return of the assessment item. (25) A student may request access to their own examination scripts. The request must be made within three months of the release of final grades in the unit, as this is the minimum period for which examination scripts must be retained. (26) Unit Coordinators must make appropriate arrangements for students to obtain access to these materials. If providing access may infringe the assessment and feedback values in this Policy, Unit Coordinators must arrange for students to receive feedback on their performance with reference to their own examination script in a way that does not infringe the values. (27) Refer to Register of Authorities and Delegations (C098, C121, C159) (QUT staff access only).Assessment and Feedback Policy
Section 1 - Purpose
Section 2 - Application
Section 3 - Roles and Responsibilities
Top of Page
Position
Responsibility
Deputy Vice-Chancellor and Vice-President (Academic)
Vice-President (Digital) and Chief Digital Officer
Ensures provision of virtual assessment environments and other information technology resources required by the Deputy Vice-Chancellor and Vice-President (Academic) to support integrated assessment options.
Director, Curriculum Quality and Academic Integrity
Executive Dean and Executive Director, QUT College
Course Coordinator (or equivalent)
Study Area Coordinator (or equivalent)
Implements and assures subject area level assessment and feedback practices consistent with the accredited assessment approach for the course (Academic Leadership Roles in Teaching and Learning Policy).
Unit Coordinator (or equivalent)
Unit staff (teaching and marking)
Implements unit-level assessment and feedback practices consistent with the accredited assessment approach for the course.
Head of School (or equivalent)
Curriculum Standards Committee
Approves exceptions to policy with respect to course and assessment design (Curriculum Design, Approval and Accreditation Policy).
Faculty Academic Boards and other entities delegated by University Academic Board
Endorse variation to assessment patterns consistent with delegations and accredited assessment design for the course.
Faculty Academic Boards and other entities that receive delegated authority to approve new or revised units and unit outlines (Curriculum Design, Approval and Accreditation Policy)
Ensure that new or revised units and unit outlines comply with the Assessment and feedback policy.
Associate Deans (Learning and Teaching) (or equivalent)
Monitors the effectiveness of faculty assessment practices, capability needs and resources to support and assure assessment implementation.
Students
Section 4 - Assessment and Feedback Framework
Top of Page
Section 5 - Typical Unit-Based Assessment Pattern
Section 6 - Special Conditions of Assessment
Section 7 - Standards-Based Approach to Assessment
Section 8 - Assurance of Achievement Standards in Assessment
Section 9 - Communication to Students about Assessment and Feedback
Top of PageSection 10 - Student Submission of Assessment Items
Section 11 - Access to Assessment Results
Access to Examination Scripts
Section 12 - Definitions
Term
Definition
Accredited Assessment Design
Is the outline of how summative and formative assessments promote progressive achievement of course learning outcomes with reference to assessment types, sequencing, quantum, timing and connection, approved in accordance with the Curriculum Design, Approval and Accreditation Policy, at the time of course accreditation or reaccreditation.
Assessment
Means work (for example, an examination, written task, project, practical, performance) which a student is required to complete for educational purposes, including to permit grading. The Assessment and feedback protocol (QUT staff access only) provides guidance on summative assessment tasks recognised at QUT.
Examination Script
Means written answers to examination questions.
Feedback
Means information provided to students on the standard of their work with a view to improve it. Feedback may be directed to an individual student or to a cohort.
Formative Assessment (or Assessment for Learning)
Is used to monitor student learning and provides feedback to students to assist them in improving their learning outcomes.
Summative Assessment (or Assessment of Learning)
Evaluates student learning outcomes against specified standards or criteria, providing the basis for grading and reporting student achievement.
Section 13 - Delegations