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Create a Moodle assignment activity

Changes to Assignment settings from Semester 2, 2025

From Semester 2, 2025, in response to the ongoing feedback from students for the need of a consistent assessment experience, all Moodle Assignment activities will be piloting a single submission time option for their due date, that being 23:55 local time.
Automated late penalties can now be applied to Moodle assignments in line with the Monash Marking and Feedback Procedure ie. 5% of available marks per day or part thereof. For Moodle assignment activities created from Semester 2, 2025, the default setting for Grade penalties is set to Yes. The default setting can only be changed by users with the Chief Examiner, Unit Coordinator, or Faculty Administrator role. For activities created before Semester 2, 2025, including activities that have been rolled over from previous units, the default setting for Grade penalties is set to No. For more information, see Grade penalties (in the Grade accordion below).

In the top right hand corner of the page, set Edit mode to ON(Blue).
In the section where you would like to add an assignment, click +Add an activity or resource.
Select Assignment from the add an activity or resource window and click Add.

General settings

Fields marked with a red exclamation mark are required.

Moodle assignment settings fields for name and description

Give your assignment a name that is meaningful to your students and yourself.

Each assessment item that is submitted in Moodle needs to have a meaningful name. This name is a required field and has a limitation of 255 characters. The purposes for this name include giving students clear understanding of the task, providing unique names for Special Consideration systems and ease of marking when looking at the gradebook.

The suggested structure of the assignment name is in three parts.

[Unit code] [Assessment/quiz number] [description]

Examples

ABC1234 Assessment 1 Laboratory report
DEF5678 Quiz 2 Financial knowledge and calculations

Short extensions and special consideration for assignments

Students can apply for short extensions or special consideration for assignments and quizzes via an online form. Ensure that the Assignment name in your Moodle activity settings is accurate and meaningful and ensure that the assignment Due date is correct, as the online form draws on this data from your Moodle unit. Also ensure that the assignment is NOT hidden or inside a hidden section, as the assessment due date in Moodle needs to be visible on the unit page to be updated.

Description. If needed, provide information about the assignment in the description text field for example you could include the words report or quiz as well as a unique description. Check with your Faculty if there are specific descriptors that are recommended. You can also optionally choose to display the description on the unit page with the Display description on unit page check box.
If needed, attach additional files to provide information about the assignment These can include information sheets, templates, exemplars, and other resources to help students complete the assignment. Files attached at this point are available to all users who can view the assignment.

Availability

In Availability, nominate the submission date and time for your assignment. You can choose which of these date settings you wish to enable by ticking the Enable checkbox. The submission date and time will appear in students' Moodle Calendars and Timelines.
- Allow submissions from - the opening date for submissions.
- Due date - the date when submissions are expected by. Unless there is a valid reason all Monash assessments should be set to 11:55PM local time. Students can continue to make submissions after the due date, but they will be counted as overdue and incur a late penalty.
- Cut-off date - If enabled, once the cut-off date has elapsed, it is no longer possible for students to make submissions. Cut-off dates for assessments should not be used unless it’s necessary to maintain assessment security (for example when assignments are used for in class tests), in accordance with Monash University's assessment procedures.
- Remind me to grade - this will add an event to your calendar and timeline as a reminder to complete grading.

Reasons for varying submission times

Monash assessments should be set to 11:55PM local time unless there is a valid reason where it might be necessary to vary these standard times (see below).

Assessment submission times can only be varied by the Chief Examiner if the reason aligns with one of these categories. Depending on the variation reason, the reason for overriding will be displayed to students on the activity page in Moodle.

Variation reason	Description	Reason for overriding displayed to students
Pre/in/post class activities	For submission of work allocated in a scheduled class that is due before, during, or after the class has taken place.	This assessment has a different submission time because it is a scheduled class activity. You’ll need to complete and submit this task before, during, or immediately after your class.
Non-Australian campus cohorts	When there is no Australia campus based cohort in the assessment activity, the submission times can be set to one of the times that are adjusted to reflect the time in the offshore campus location for equity purposes eg. Setting the submission time at 2:55am AEST to align with 11:55pm Malaysian time.	N/A - when this option is selected it is expected that educators should be setting local time 11:55pm for students.
Departmental exam activities	Departmental exam activities are timed assessment tasks where a student has an allocated amount of time to complete the task. Submission times may fall outside the default times.	This assessment has a different submission time because it is an exam or timed assessment. Make sure you complete and submit your work within the allocated assessment time window.
Non-assessed activities	These activities have no weight (do not contribute to unit marks) or are for a non coursework unit and the proposed time is used to support student time management.	This assessment has a different submission time because it is a non-graded activity. The submission time was set to support your learning and progression through the unit.

Note

Use Non-Australian campus cohorts only when a Moodle unit includes Moodle sets submission times based on the time zone of the staff member configuring the activity. If you're based in Australia, the time will default to Australian time—even for students on another campus. To ensure students at international campuses see a locally relevant time, manually override the submission time and set it to the standard local time.

Assignment settings

Click on the accordion below to view more information about each Moodle assignment setting.

- Select the submission type your assignment requires. You can select from Online Text, File Submissions or Monash ePortfolio. Usually only one type is selected. You can select one or more assignment submission types. In most cases, only one type is selected.
  Note: If your assignment requires video submission, it is recommended that you use Panopto. Ensure Online text is selected so students can submit their Panopto video by adding a link or by using the Panopto icon in the text editor. For more information, see Use Panopto for video assignments.
- You can also deselect all submission options to create an "offline" assignment/grade item that allows grading but does not require students to make submissions eg. a class presentation, musical performance, etc.
- If File submissions is selected, you can set the Maximum number of uploaded files.
- You can select a Maximum file size of up to 500MB to allow for larger file submissions. However assignments also using Turnitin only support a Maximum file size of 100MB. For more information, see Integrated Turnitin Assignments.
- If selecting online text submissions, you can enable a word limit.
  Note: If a student exceeds the word limit, they will receive an error warning and be unable to submit their submission until it is within the word limit.
- In Accepted file types, click Choose to specify the file types that will be accepted in the submission. If you intend to enable the Turnitin plugin, Word documents(.doc, .docx) and PDF(.pdf) files are recommended.
Select the feedback types available for your assignment with the check boxes.
- Feedback Comments - students will receive comments you enter as text when reviewing their work. This is a rich text comment, so can include images and small files.
- Annotate PDF - you can comment and add marks directly over a submitted file. Note that the original submission does not need to be a PDF, Moodle will create one.
- Feedback Files - you can upload a feedback file that students can then download.
- Comment Inline - applies only to online text submissions and supports teacher comments appearing in the online text field.
- Offline grading worksheet - enables the teacher to download a document that they can add grades to which can later be uploaded to Moodle.
Note: The type of feedback selected will affect the layout and grading options of the assignment grading page.

Submission settings

1. To create a Group assignment, select Yes for Students submit in groups. More settings will now become available.
2. In Require group to make submission select Yes if only students who are allocated to a group can submit. This will prevent unallocated students from submitting individually.
  Note: It is important to advise students who are not allocated to a group to contact you before the assignment is due. Check if any students are unallocated in the Groups and groupings overview.
3. In the drop down menu for Require all group members submit select:
  1. Yes: All members of the group must individually click submit and complete the Plagiarism declaration before the group submission will be considered as submitted.
  2. No: The group submission will be considered as submitted as soon as ANY member of the student group clicks the submit button and completes the Plagiarism declaration.
4. In the drop down menu for Grouping for student groups, select the name of the grouping that contains the student groups for this assignment.
Note: If you get the error message "Student is not a member of any group or a member of multiple groups", this occurs when a student has been allocated to two groups that have been added to the same grouping. View the Groups and groupings overview page for potential conflicts.
For more information on set up groupings see Groups and groupings.
If you wish to allow students to self select their groups, see Group self-selection.
Notifications can be sent by Moodle when certain conditions are met. You can click the help icon beside each field for more information. The settings to control these are:
- Graders can be sent a notification when Moodle receives student submissions, as well as whether submissions are late.
- Notify students - Students can be sent notifications triggered by events in the grading workflow. It is set to No by default.
- Marker details - this controls whether the assigned grader’s name is displayed to students.
By default:
- Graders will not be sent a notification for student assignment submissions, early, on time or late.
- The default setting for Notify students, related to notifying students of grading and grading workflow is set to No. This setting can be changed on the Grade form if required.
- The assigned Grader’s name is displayed to students.
Turnitin is a tool that enables student submissions to be checked for matching or highly similar text against an online database including academic papers, previous Turnitin submissions, and the World Wide Web. Turnitin should NOT be regarded as a “plagiarism detector”, but should assist you in making your own judgement in regards to Monash University's standards of academic integrity.
Turnitin can be integrated with an assessed Moodle assignment or as a standalone non-assessed activity.
For more information, see Turnitin.
Grade type
You can select either Point or Scale as the mode for grading. You can also select None for non-assessed draft items.
- Point - A numerical grade. The maximum grade should be 100 as grades above 100 can cause issues with Moodle Gradebook. Point is the default grade type.
- Scale - Alternative marking method to numerical grades. Avoid using scales for work contributing to the final mark, unless you have a thorough understanding of the implications. If you wish to show students a letter grade, use the Grade display settings instead. For more information, see Scales and Letter grade display.
- None - Assignment's weighting is set to 0, appropriate for non-assessed draft assignments
Grading Method
Provides a choice between simple direct grading and Rubrics/Marking guides.
- Simple direct grading lets you grade assignments by point value using the quick grading function in the Grader report. The grader provides only a final grade and feedback to students. Simple direct grading is suitable for smaller assignments and is the most commonly used grading method.
- Rubrics or Marking guides are recommended for more complex assignments or assignments with multiple graders as they provide clarity on the grading scheme for both students and markers. They may be shared with students beforehand so they understand the expectations and what they will be graded on.
  - Marking guide: Create a set of comment based criteria with an assigned maximum mark, eg. Student has provided 3 examples (3 marks). To set up a Marking guide, see Grade using Moodle Marking guides.
  - Rubric: Create a rubric to use for criteria-based assessment. To set up a grading rubric, see Grade using Moodle Rubrics.
  - Ranged rubric: Create a ranged rubric to use for criteria-based assessment. Ranged rubrics allows you to assign a range of marks to each criterion level. To set up a ranged rubric, see Grade using ranged rubrics.
Grade category
If you have set up Categories in your Gradebook, choose which category your assignment will be created under from the drop down list.
Grade to pass
Grades equal to or over this value will appear in green in Gradebook, grades below this value will be red.
Anonymous submissions
This enables submitted student assignments to be displayed anonymously to markers as a participant number rather than by their name. This is a useful way to reduce unconscious bias in grading. For more information, see Anonymous submissions.
Note: If a student has included their name in their assignment submission, it will still be visible.
Hide grader identity from students
Set whether students can see who is marking their work in the workflow system
Marking workflow and marking allocation
Assign marking of individual or groups of student assignments to markers and use marking workflow to monitor the progress of the marking process. If Grade penalties is set to yes, the late penalty is not applied until the grades are released to the students.
For more information, see Marker allocation and marking workflow.
Note: When Use marking workflow is set to Yes, Use marking allocation becomes available.
Grade penalties
By default, this is set to Yes to automatically apply late penalties to students’ grades in line with the Monash Marking and Feedback Procedure, ie. 5% of available marks per day or part thereof. The penalty is displayed to students and teachers in the grader report and the assignment grader interface. The default setting (Yes) can only be changed by users with the Chief Examiner, Unit Coordinator, or Faculty Administrator role.

Common module settings

You can restrict access to resources and activities to all groups or specific groups with the group mode under common module settings in the activity settings, so that only students within can view and interact with specific content. For example, you may want to restrict a forum so that students are only interacting with the peers in their tutorial, or their peers in an assessment project, instead of being overwhelmed by huge numbers of forum posts.

Note: For Moodle group assignments, ensure you enable Group submission settings in the Moodle assignment settings. This enables students to submit to the assignment as groups, which is separate from group access/visibility of the activity.

You can also select the group mode when in Edit mode by clicking the three dots and selecting Group mode. Once selected, you will see the group mode icon displayed in the top right corner of the activity or resource tile. You can click on the group mode icon to quickly change the group mode for the resource or activity.

The table below to describes the differences between group modes

NOTE: These settings will affect ALL members in groups, including tutors.

Group mode	Description
No groups	There are no group restrictions, so students from all groups can view and interact with the activity or resources. This is the default setting. Everyone can read and respond to the whole cohort.
Visible groups	Students can only contribute to the activity within their own group, but students in all groups can view the activity or resource. This is useful if you want groups to discuss something, you want everyone to see other discussions, but you don't want members outside the group to participate. The visible groups option is useful of you want to set up a Group self-selection activity.
Separate groups	Students can only interact or contribute to the resource or activity within their own group. Other groups are completely invisible, and students can only read or respond within their own group. This is useful if you want groups to discuss in small cohorts where you can monitor and guide them, but it's not important for other students outside the class to see or participate in the resource or activity.

Restrict access

You can set up access restrictions for activities and resources, based on Activity completion, Date, Grade, Group or Grouping or a combination of these. For example, you might like to create a make-up quiz for students who scored below a certain grade on a task.

Note

If a student has a restriction applied to their visibility of an assignment activity, it will not be selectable in the Special Consideration and Extension form by that student. If you would like to restrict the date students can submit to the assignment, it is recommended that instead you specify a date using the Allow submissions from in the Moodle assignment settings (guide).

In the activity/resource settings, scroll down to Restrict access section. You can also navigate to the activity/resource settings by clicking the three dots and then selecting Edit settings.
In the Restrict access section and click on Add restrictions...
You will see a list of restriction types.
Note: You can use restriction sets to apply more than one restriction at a time, for example, only students at the Clayton Campus (grouping) who have completed the quiz with a mark of 50 (grade or activity completion) can access a resource.
Once a restriction has been applied, you will see the access conditions displayed below the activity/resource. By default only one restriction will be displayed. Click Show more to expand the box and view all restrictions that have been applied.
Note: You click Edit restrictions to quickly navigate to the activity/resource restrictions.

Expand the accordions below for examples use cases for each type of restriction

1. Select Activity completion from the list.
2. In the Activity completion field, select the Moodle activity that students must completed before accessing the activity/resource. In the second drop down list, select whether the activity:
  - Must be marked complete
  - Must not be marked complete
  - Must be complete with a pass grade
  - Must be complete with a fail grade
  For more information, see Activity completion.
3. Click on the eye icon so that is is displayed with a strikethrough. This means the activity/resource will ONLY be viewable to students that meet the specified requirements.
4. When finished, click Save changes.
1. Select Date from the list.
2. In the Date field, specify the date when the activity/resource can be accessed from.
3. Click on the eye icon so that is is displayed with a strikethrough. This means the activity/resource will ONLY be viewable to students after the specified date.
4. When finished, click Save changes.
1. Select Grade from the list.
2. From the Grade drop down list, select the graded Moodle activity that students must receive a grade for before accessing the supplementary quiz.
3. Select the checkboxes below to select the type of threshold (must be greater than or less than), and then specify the numerical grade in the text field.
4. Click on the eye icon so that is is displayed with a strikethrough. This means the quiz will ONLY be viewable to students that match the specified requirements.
5. When finished, click Save changes.
1. Select Group from the list.
2. From the group drop down list, select a group from the list. For example, this could be an Allocate+ tutorial group. For more information, see Groups and groupings.
3. Click on the eye icon so that is is displayed with a strikethrough. This means the forum will ONLY be viewable to the selected group.
4. When finished, click Save changes.
1. Select Grouping from the list.
2. From the grouping drop down list, select a grouping from the list. For example, this could be all Clayton campus based students. For more information, see Groups and groupings.
3. Click on the eye icon so that is is displayed with a strikethrough. This means the activity or resource will ONLY be viewable to the selected grouping.
4. When finished, click Save changes.

Note

Please note that restricting a learning section will NOT restrict the contents (e.g. files within). The contents of the learning section will still be accessible to students from on the left hand side menu. It is recommended that you apply any restrictions to individual resources and activities.

Activity completion

Activity completion settings may vary slightly depending on the resource or activity

Expand the accordions below to learn more about each Completion tracking setting

The activity/resource will be excluded from activity completion tracking. You will not be able to track viewing or student completion.
Students can manually mark activity completion with the Mark as done button for each activity or resource on the unit homepage.
Once clicked, the button will change to a green Done with a tick icon.

Show activity as complete when conditions are met

Require view	The activity/resource must be viewed by the student to be marked complete. NOTE: When the student clicks on the link, this is counted as being ‘viewed’, potentially without having read or attempted the activity/resource.
Receive grade	Students must receive a grade to complete this activity. The activity will be marked complete regardless if the student receives a pass or fail grade.
Receive passing grade	Students must receive a grade to complete this activity. The activity will be marked complete only if the student receives a pass grade. The pass grade must be set in the Grade section of the activity settings.
Require submission	The activity will be marked complete if the student has made a submission. The student does not require a grade for the activity to be marked as complete. This is suitable for formative assessments.
Expect completed on	If enabled, you can specify a date you expect the activity or resource to be marked complete by. If not enabled, the availability settings will determine when your resource or activity will need to be completed by.

NOTE: Activity completion settings can also be edited in bulk, see Set up Unit completion.

AI Statement

In AI statement section, you can select an option from the AI statement dropdown list. By default, AI & Generative AI tools may be in GUIDED ways as per the guidelines provided is selected, which requires you to provide information in the Additional text field.

Information on the appropriate selective AI use should be provided in the details and instructions for each assessment, including guidance on how to acknowledge use of AI within the assessment.

Expand the accordions below for guidance in specifying AI use

AI & Generative AI tools can be used WITHOUT ANY LIMITS.

Brief explanation	Educators will allow any type of AI tool to be used in any way for producing the assessment or task. Educators will not provide any formal guidance on AI use within the AI statement displayed in Moodle. Students will have access to some general support information provided in Learn HQ. Where students use AI it must be used responsibly, AI use clearly documented and AI use appropriately acknowledged. Carefully consider whether this degree of open unlimited use is appropriate to help guide students towards the achievement of the unit learning outcomes.
Colloquial explanation	“Do it however you want, and if used then explain how you used AI.”
Statement as it appears in Moodle	AI & Generative AI tools can be used WITHOUT ANY LIMITS. You can use AI to assist you in any way for this task. When you use AI you must use it responsibly and clearly document and acknowledge its use (see Learn HQ). When you submit your work, it must reflect your commitment to academic integrity and ethical practice.

AI & Generative AI tools may be used in GUIDED ways as per the guidelines provided.

Brief explanation	Of the available options, this gives the most scope for an educative approach to integrating AI in assessment. AI can be used for producing the assessment or task in the particular ways described in the instructions provided by the Chief Examiner in Moodle. Chief Examiners guide responsible AI use relevant to the unit learning outcomes. They may specify specific tools to be used (eg. use X to proofread and help improve grammar and expression) or they may specify a category of tools that are acceptable (eg. use an editing tool to proofread and help improve grammar and expression). They may also restrict use of certain tools for certain components of the assessment task. Chief Examiner guidance can be a combination of requirements, recommendations and cautions. Students are expected to use AI & GenAI as specified by the Chief Examiner and should ask the Chief Examiner if they have questions about acceptable use. Where used, AI must be used responsibly, AI use clearly documented and AI use appropriately acknowledged. The Chief Examiners can provide further guidance on what forms acknowledgement and documentation should take. See guidance below on crafting AI statements.
Colloquial explanation	“If you don’t carefully follow the guidance and instructions provided then you could run into trouble. Make sure to explain how you used AI.”
AI statement as it appears in Moodle	AI & Generative AI tools may be used in GUIDED ways as per the guidelines provided. If you use AI, you must use it responsibly and clearly document and acknowledge its use (see Learn HQ). When you submit your work, your AI use must follow the instructions given in the assessment details, and reflect your commitment to academic integrity and ethical behaviour.

Brief explanation

Of the available options, this gives the most scope for an educative approach to integrating AI in assessment. AI can be used for producing the assessment or task in the particular ways described in the instructions provided by the Chief Examiner in Moodle. Chief Examiners guide responsible AI use relevant to the unit learning outcomes. They may specify specific tools to be used (eg. use X to proofread and help improve grammar and expression) or they may specify a category of tools that are acceptable (eg. use an editing tool to proofread and help improve grammar and expression). They may also restrict use of certain tools for certain components of the assessment task. Chief Examiner guidance can be a combination of requirements, recommendations and cautions.

Students are expected to use AI & GenAI as specified by the Chief Examiner and should ask the Chief Examiner if they have questions about acceptable use.

Where used, AI must be used responsibly, AI use clearly documented and AI use appropriately acknowledged. The Chief Examiners can provide further guidance on what forms acknowledgement and documentation should take.

See guidance below on crafting AI statements.

Colloquial explanation

“If you don’t carefully follow the guidance and instructions provided then you could run into trouble. Make sure to explain how you used AI.”

AI statement as it appears in Moodle

AI & Generative AI tools may be used in GUIDED ways as per the guidelines provided.

If you use AI, you must use it responsibly and clearly document and acknowledge its use (see Learn HQ).

When you submit your work, your AI use must

follow the instructions given in the assessment details, and
reflect your commitment to academic integrity and ethical behaviour.

Expand the accordion below for considerations when completing the free-text field for guided AI use

When specifying conditions of AI use here are some key things to consider:
- Imagine the specification as a kind of recipe with the key ingredients, tools and processes to be used in the production of the assessment task.
- Like recipes, the specification does not cover every use case or possibility, just the primary ones that are highly relevant to the assessment task and its demonstration of unit learning outcomes.
- Include cautions about crucial issues.
- Identify which aspects are required, which are recommended and which are optional. Consider if students have the option to opt out of using AI for the task and how that might be managed.
For example:
- For assistance with expanding understanding of core concepts.
- Generate ideas or outline suggestions.
- Finding materials or other substantial foundational and preparatory activities for the assessment.
- Summarising and coordinating info from collected source materials.
- Generate initial texts, revise drafts of student produced texts including editing assistance for a portion of the assessment.
- Generate some other aspect of the submitted assessment (data sets, images, graphs, presentations, etc.).
For example:
- Polish your prose using Grammarly, Quillbot or the Monash version of Copilot.
- Do not use a LLM (ChatGPT, Claude, Llama etc.) to search for source information; instead use search tools such as Research Rabbit, academic databases or search engines with LLM capabilities (the Monash version of Copilot or Gemini).
- Use text summarisers but don’t forget to cross-reference to the original. Tools like Copilot, Google NotebookLM or ChatPDF (allowing 2 PDF free per day) are recommended.
For example:
- Document the chatlogs and prompts used.
- Document the steps in the production of this assignment including the iterative drafts of different parts of the assignment. This may include periodic screen grabs or recording of the collaborative session generating the assignment components.
- See assignment details for instructions on how to acknowledge AI use in this assignment which includes information on the AI tools used, the ways they were used, number of iterations needed to create portions of the assignment with various AI assisting tools and identifying where the AI output has been altered, adopted, integrated or built upon in the assessment.
For example:
- Email CE/UC with questions and clarifications
- Use the unit Moodle forum for questions and clarifications

Note: If further details are provided in accompanying assessment instruction documents then the guidelines free text box should summarise the very high-level allowable use of AI and explicitly direct students to the appropriate document to find further details.

AI & Generative AI tools MUST NOT BE USED. Demonstration of skills/knowledge without AI is required.

Brief explanation	This whole assessment task requires students to demonstrate human knowledge and skill acquisition without the assistance of AI. AI must not be used in any way for producing the assessment task which requires demonstration of individual human capacities/skills/knowledge to meet the related unit learning outcomes. Be prepared to ensure that appropriate assessment security measures are in place to help enforce the restrictions.
Colloquial explanation	“Don’t use AI, you have to do it all yourself.”
AI statement as it appears in Moodle	AI & Generative AI tools MUST NOT BE USED for the following reasons: This entire assessment task requires you to demonstrate skills and knowledge without any help from AI tools.

AI & Generative AI tool specification is NOT APPLICABLE for this nonassessed activity / task.

Brief explanation	Since this task is not assessed and does not receive any feedback then specification of AI use is not applicable even though a dropdown option is required to be completed in the Moodle settings. If the task is not assessed but does receive feedback then consider guiding AI use.
Colloquial explanation	“AI statements are not relevant for this task.”
AI statement as it appears in Moodle	AI & Generative AI tool specification is NOT APPLICABLE for this nonassessed activity / task.

Note: The AI statement will appear in the Moodle activity description. You can change the AI statement for the activity until students have made a submission. Once students have submitted, you will no longer be able to change the AI statement for the activity, however your Faculty Administrator can change the AI statement, if required.

The Assessment section, allows you to specify if your activity contributes to the uni assessment regime. Select Yes or No to from the dropdown list. Your answer here will be utilised for later development uplift work.

Special Consideration

The Special Consideration settings flag complex arrangements for certain assessment tasks. These details inform the Special Consideration team, allowing them to provide outcomes for approved student applications. These settings also determine whether the task will appear to students as an option on the Special consideration application form.

The default Special consideration settings are:

Yes - Special consideration is available / applicable to the activity
No - The activity is not a schedule final assessment
Yes - Short extensions are available / application to the activity
No - There are not any complex arrangements for this activity

This default will automatically grant a 2-day extension without requiring supporting documentation for approval.

Watch the video or expand the accordions below to learn more about each setting

Special consideration is not available / applicable when activities are not graded or do not contribute to the final mark for the unit. Special consideration is also not available for Supplementary assessment or additional assessment for a competency hurdle task.
If No is selected, an additional drop down option will appear.
For Is this a graded activity that contributes to the final mark?:
- If No is selected, no further information is required and you can proceed to saving your changes. This activity will not appear to students in the options for the online Special consideration form.
- If Yes is selected, you MUST specify a reason in the free text field. The information provided in this field will be verified by the Special Consideration team with the faculty Dean (or delegate). If the Dean (or delegate) has NOT approved that Special consideration is not available and you try to save the form, you will receive an error message and will be unable to continue.
Note: In addition to these settings, activities that have Dean (or delegate) approval to be unavailable for Special consideration must also be published in the Handbook. There are two options for publishing this information:
At the unit level in the Handbook summary section. CourseLoop field: Handbook assessment summary.
At the assessment level in the Handbook assessment section for a specific assessment task. CourseLoop field: Short description.
From this drop down list, you can select two options:
- Yes, centrally run
- Yes, departmental run
Based on the option you select, the SpecCon team will direct students to the correct form.
If No is selected, an additional drop down option will appear. For Reason why a short extension is not available/ applicable for the activity, select an activity from the drop down list.
Based on the Special Consideration Procedure, the activities where short extensions are NOT available / applicable are:
- a group assessment
- an in-class test/assessment (including presentations)
- a practical assessment (including laboratories)
- a mid-semester test
- a scheduled final assessment.

Yes - There are complex arrangements for this activity

Complex arrangements are required when an extension for a specific assessment task is not possible. Assessment tasks that are eligible for a short extension may also require complex arrangements to be put in place. Assessment types that may require complex arrangements include:

group assessments,
In-class tests (including presentations),
practical assessments (including laboratories),
quizzes,
sequential assessments, where an extension in the first part impacts the timelines of the second part.

Select an option from the drop down list to specify why complex arrangements are needed.
Where an extension can be provided before complex arrangements are applied, select Yes and indicate the maximum extension date before complex arrangements are applied.

If complex arrangements can be provided, select the relevant arrangement using the checkboxes.

An alternative and equivalent form of assessment	An alternative assessment task should, where relevant, have the following characteristics in relation to the original assessment task, as outlined in Assessment Regime Procedure (section 6): be of an equivalent standard; assess the same learning outcomes; be consistent with the principles of the Assessment and Academic Integrity Policy; not disadvantage other students enrolled in the unit; and be time proximate in the teaching period.
Exemption from completing the assessment (for 10% or less weighted tasks)	The Dean (or delegate) will determine if an assessment task (weighted 10% or less) is eligible to be exempt prior to the teaching period. Refer to Special Consideration Procedure (section 2). A maximum of 10% per unit can be exempt.

An alternative and equivalent form of assessment

An alternative assessment task should, where relevant, have the following characteristics in relation to the original assessment task, as outlined in Assessment Regime Procedure (section 6):

be of an equivalent standard;
assess the same learning outcomes;
be consistent with the principles of the Assessment and Academic Integrity Policy;
not disadvantage other students enrolled in the unit; and
be time proximate in the teaching period.

Exemption from completing the assessment (for 10% or less weighted tasks)

The Dean (or delegate) will determine if an assessment task (weighted 10% or less) is eligible to be exempt prior to the teaching period. Refer to Special Consideration Procedure (section 2). A maximum of 10% per unit can be exempt.

If An alternative and equivalent form of assessment is checked, an additional free-text field will appear. Information specified in the ‘Alternative form of assessment details’ section needs to be as clear as possible so that the Spec Con team can communicate with the student on the Chief Examiner's behalf.

Applications will be transferred to the CE or Spec con delegate to provide an outcome to the student if Alternative form of assessment details are not filled, unclear or incomplete.

If the CE or Spec con delegate intends all applications to be transferred to them, then the text section can be left blank.

You can also check the Enable checkbox to specify a new date for the alternative arrangement.

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Next: Set up marker allocation and marking workflow

Learning and Teaching: Teach HQ

Learning and Teaching: Teach HQ

Create a Moodle assignment activity

Changes to Assignment settings from Semester 2, 2025

General settings

Examples

Short extensions and special consideration for assignments

Availability

Reasons for varying submission times

Note

Assignment settings

Note

Grade type

Grading Method

Grade category

Grade to pass

Anonymous submissions

Hide grader identity from students

Marking workflow and marking allocation

Grade penalties

The table below to describes the differences between group modes

Note

Expand the accordions below for examples use cases for each type of restriction

Note

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