(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
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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
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Ensures provision of professional development and curriculum support for academic staff who design and implement assessment and feedback.
Approves protocols on assessment and feedback made under this Policy.
Provides training, learning design support and technology-enabled systems for academic staff to design and implement technology-enabled assessment practices.
Oversees the integration of assessment and feedback practices across the university as part of accreditation and reaccreditation.
Monitors the university-wide effectiveness of assessment and feedback practices and supporting resources and recommends changes to protocols, guidelines and practices.
Oversees and assures assessment practices and capability.
Promotes assessment principles and ensures allocation of resources to support effective assessment practices.
Approves final grades for publication to students (Grading Scales and Awards Policy).
Assures assessment design and practices are consistent with the accredited assessment approach for the course.
Coordinates course level assurance of achievement standards including moderation practices, and conducts external referencing o.f standards at least once per accreditation period.
Designs, implements and communicates unit-level assessment and feedback practices, consistent with the accredited assessment approach for the course.
Conducts unit level assurance of achievement standards including review and moderation between tutorial groups and by different teaching staff and different modes of offering.
Recommends final grades for students (Grading Scales and Awards Policy).
Oversees and assures assessment practices and capability within a school.
Promotes assessment principles and values and ensures allocation of resources to support effective assessment within a school.
Authorises results submitted to the assessment management system.
Recommends approval of all changes to assessment arrangements once semester has commenced.
Work to the best of their abilities and make genuine attempts to progress successfully by:
Undertake academic work in a manner consistent with the principles of academic integrity (Code of Conduct - Student).