Assessment in Coursework Units Policy
[This policy applies to assessment in all teaching periods commencing on or after 17 July 2017]
The purpose of this policy is to define the nature of assessment at Monash for units involving coursework, including as part of a graduate research course.
This policy applies to all coursework units. It does not apply to the thesis component or equivalent of a graduate research course.
A vision for assessment at Monash
Assessment is at the heart of the student learning experience. Assessment acts as the main link between the learning outcomes, the curriculum content and the teaching and learning activities and provides the mechanism for staff and students to monitor and improve learning. Assessment must help shape the curriculum and therefore be an integral component in all curriculum development activities. Assessment linked to the learning outcomes ensures that students will be able to demonstrate the Monash Graduate Attributes.
Assessment helps define what is important for students in their learning journey and therefore assessment design needs to focus on demonstrating the learning outcomes to ensure the learning will be appropriate and defined. Effective assessment must provide meaningful and timely feedback to students in order to facilitate and enhance learning. Assessment must be appropriately challenging, authentic and enable students to demonstrate evidence of learning at the appropriate level of study. Assessment practices and processes must be continuously monitored for academic quality and appropriate standards.
Assessment at Monash must therefore be considered within a framework of three overlapping domains; knowledge and understanding, skills and competencies, and attributes and professionalism. Assessments must target each domain to ensure students are able to demonstrate the full breadth of their learning, but need to be designed in a way that motivates students to engage intellectually and professionally, is applicable to the real world, and ensures appropriate integration of theory and practice.
From the Monash Assessment Vision
Principles of assessment at Monash
Students will be provided with a range of formative and summative assessment opportunities across their unit offerings that are based on an appropriate set of defined learning outcomes. Faculties must ensure that the design, development and delivery of assessment is actively and appropriately resourced. Assessment at Monash is:
Assessment in Coursework Units: Adjustments to Assessment Procedures (available 20th February 2017)
Guidelines on Moderation, Validity and Reliability of Assessment [FORTHCOMING]
Team Assessment Guidelines [FORTHCOMING]
Feedback Guidelines [FORTHCOMING]
Guidelines on units offered in Multiple Modes/Locations [FORTHCOMING]
Hurdle Assessment Guidelines [FORTHCOMING]
Assessment Communication Guidelines [FORTHCOMING]
Responsibility for implementation
Provost and Senior Vice-President
Name: Academic Board
Name: Learning and Teaching Committee
Assessment for preparation: Assessment tasks must be designed to appraise the knowledge and skills of students early in a unit of study. Diagnostic assessment is therefore used to show a learner's preparedness for a unit and identify potential gaps in knowledge, skills and understanding.
Assessment for learning:Assessment tasks must be designed to help students engage with ideas, skills and practices that they will develop further during their unit or course. Such tasks should encourage students to reflect on their learning, develop their own learning approaches, learn from other students and monitor progress through the setting of their own learning goals. Assessment for learning must be a prominent focus in the design and delivery of units, must be varied in nature and be meaningful to learning.
Assessment for demonstration:Assessment tasks must be designed to make overall judgements about student's understandings and performances in relation to the learning outcomes of the unit and course. These summative assessment tasks must be varied in nature, aligned with the learning outcomes and be appropriately staged in the learning cycle.
Summative Assessment: The goal of summative assessment is to evaluate student learning during or at the end of a unit of study by comparing it against some standard or benchmark. Summative assessments contribute to a student’s overall mark in a unit of study.
Formative Assessment: The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by educators to improve their teaching and by students to improve their learning. Whilst formative assessments do not contribute to the overall student’s mark in a unit of study they are critical components of the learning cycle.
Legislation Mandating Compliance
All relevant legislative instruments that stipulate requirements with which members of the Monash community (all of whom are subject to the law) are obligated to comply.
English Language Policy [Forthcoming]
Vice-Provost (Learning and Teaching)
Vice-Provost (Learning and Teaching)
University Policy Use
Version Number: 2.0