Assessment and feedback

Parent Policy

Assessment and Academic Integrity Policy [University]

Note: This business process applies to all teaching periods that commenced after 1 January 2021.

Definitions

Capstone unit: Capstone units are units that provide students with an opportunity to reflect upon their studies, apply the skills learned throughout their course and demonstrate that they have achieved the learning outcomes of the course. Activities and assessment in capstone units provide “real-life” or research experiences to graduating students and combine disciplinary knowledge and generic skills. This may involve for example, a substantial project, an industry placement or internship, advanced practicum or the preparation of a portfolio. In the Faculty of Arts, capstone units are a part of undergraduate and graduate coursework degrees.

Time-sensitive assessment item: A time-sensitive assessment item is an assessment item which can be completed late only if the student receives special consideration. A time-sensitive assessment item submitted late without special consideration approval is graded as a 0 N. Where special consideration is granted, the student completes an alternative and equivalent assessment task. Examples of time-sensitive assessment items might include scheduled final assessments, in-class tests, and pre-lecture reading responses. Chief examiners determine which assessment items are time-sensitive. Time-sensitive assessment items must be clearly stated as time-sensitive on Moodle.

Index

A. Assessment regime.
B. Feedback on assessment.
C. Hurdle requirements.
D. Assessment details in Handbook entries.
E. Consultation hours.
F. Online submission of assessment items.

A. Assessment regime

  1. The assessment regime for all coursework units is developed in accordance with the University’s Assessment Regime Procedures. Arts-owned units should include at least two opportunities for students to receive feedback. This requirement does not apply to Honours research or coursework units, to capstone units, or to units taught in Arts HDR research programs.
  2. The assessment regime for a unit (including the type of assessment, number and weighting of assessment items, and assessment submission details) should be developed with reference to the learning outcomes for the areas of study and courses of which the unit is a part.
    1. Please also see the recommendation regarding assessment verification processes for assessment items worth 30% or more, in the Faculty’s Assessment review and remarking business process.
  3. For each item in the assessment regime for a unit, the marking criteria and marking rubrics used to evaluate the student’s assessment must be provided via Moodle. The rubrics must describe, for each marking criterion, the level of performance required for the different grades, and must be consistent with Monash University Grade Descriptors as per the Grading Schema Procedure.
  4. For first year level units taught in a standard twelve-week teaching period, students should receive diagnostic and formative feedback on an assessment item which is submitted by the end of Week 4, and returned by the end of Week 6.
  5. For multi-level units, chief examiners and unit coordinators must make a qualitative and measurable differentiation between the two levels of a multi-level unit, with students enrolled in the higher-level unit version required to demonstrate greater sophistication in assessment. Appropriate measures of greater sophistication may include: more advanced reading; greater independence in the design and development of research topics; use of a wider range of sources; a stronger grasp of key concepts and theories; application of peer learning.

B. Feedback on assessment.

  1. Assessment feedback is provided in accordance with the University’s Marking and Feedback Procedure.
  2. All assessment task grades, marks and feedback must be returned via Moodle.
  3. Feedback must be made available to students for all scheduled final assessment. Feedback can be individual or collective. Collective feedback should focus on generic commentary around overall performance, general observations of strengths and weaknesses in responses to exam questions, and suggestions for how students can improve going forward. Feedback must not include information which may compromise the validity of a deferred exam. The University’s Feedback Guidelines on Student Assessment provide a proforma which may be used to structure feedback on exams. Individual numerical marks for students is not mandatory for exams. Alternatively, a breakdown of the distribution of marks across the cohort can be included in the collective feedback to students.
  4. Feedback on scheduled final assessments should be posted on Moodle shortly after results are released. The Moodle site should include details of when and how students can expect to receive feedback on scheduled final assessments, and what form it will take (such as generic collective commentary or individual feedback).
  1. Responsibility: Chief examiners, unit coordinators, convenors of areas-of-study, course convenors.

C. Hurdle Requirements

  1. Arts-owned units do not generally apply hurdle requirements as part of the assessment regime. In accordance with the Assessment Regime Procedure, a unit is permitted to apply a hurdle requirement only with the approval of the Deputy Dean, Education. Units with hurdle requirements must clearly indicate in the Handbook and on Moodle whether the hurdle is a competency or threshold hurdle, and the penalty for students who fail to meet the hurdle requirement.

Responsibility: Chief examiners, unit coordinators.

D. Assessment details in Handbook entries

  1. The handbook entry for each unit should contain a summary of the assessment regime, including the assessment title, type (e.g. essay, presentation, scheduled final assessment) and weighting.
  2. The assessment activities detailed in the handbook entry should match the assessment details on Moodle.

Responsibility: Chief examiners; Arts Academic Services.

E. Consultation hours.

  1. In order to comply with the Monash University Code of Practice for Teaching and Learning, all Unit Coordinators must ensure that either they, or a fully briefed delegate (usually Tutors), are available for consultation with students for an allocated number of hours per week throughout the semester.
  2. The number of consultation hours should be proportionate to the number of enrolled students. Please use the following table:
Number of studentsConsultation hours
0-150 Equivalent to 2 hours per week
151-300 Equivalent to 3 hours per week
300+ Equivalent to 4 hours per week

Responsibility: Unit coordinators, chief examiners, teaching staff; Teaching Support staff.

F. Online submission of assessment items.

  1. All assessments must be submitted via Moodle and processed through a University-approved similarity-detection system such as Turnitin at the point of submission.
  2. All assessments submitted via Moodle must be accompanied by a signed Assessment Declaration. Failure to do so will result in your assessment not being marked.
  3. The Faculty of Arts does not accept assignments submitted in hardcopy. Chief Examiners must provide a sound justification for the requirement of a hardcopy assignment and present this to the Deputy Dean Education for approval.

Responsibility: Deputy Dean (Education); School Education Coordinators; Unit Coordinators; Chief Examiners; Students.

Related Policies and Procedures:

University Policy Use Only:

Approved: Arts Education Committee 07-2018

Revised: February 2021