Assessment of Coursework Policy

Please note that this policy has not yet been revised or converted to the new format.

Objectives of Assessment

Staff should ensure that all assessment tasks (both summative and formative) promote the major learning dimensions – understanding, lifelong learning, engagement, innovation and globalisation.

Assessment tasks should develop graduates’ independence and lifelong learning skills of : written and oral communication; enquiry and research; critical thought and analysis; problem solving; teamwork; numeracy; information literacy; and the effective use of technology.

Care shall be taken that the need to grade students does not conflict with the important educative role that assessment can perform in both presaging to students the kinds of intellectual engagement desired and in providing feedback as to their performance. The role to be performed by individual assessment tasks shall be made clear to students from the outset.

Modes of assessment should accurately reflect the relevant educational objectives, and teaching strategies utilised .

Staff should ensure that when marking is performed:

• the marking process is done on the basis of assessment tasks that have a demonstrable link to unit/course objectives and the modes of assessment adopted;
• the marks or grades assigned are based on specified levels of performance for each task.

Alteration of Assessment Grades

The result in the unit should reflect the actual achievement of the student:

• a mark should not be altered except in circumstances where the department/faculty is correcting an error made on entering the mark;
• furthermore, this alteration would require the agreement of the relevant department (that which teaches or offers the unit) and must take into account the implications of the changed mark for all students enrolled in the unit.

Assessment Standards

Whatever the entry levels or pathways, all courses and units offered at multiple locations will have equivalent assessment to ensure that Monash’s academic standards are maintained and assured.

When a unit is listed as being taught at two levels, a qualitative distinction must be made in relation to the assessment required at each level, and the distinction must be clearly set out in the information distributed at the commencement of the unit.

Hurdle Requirements

A pass is the normal minimum level of academic achievement for progression within courses, but higher hurdles are permitted as exceptions when faculties present a justifiable case to the Education Committee.

Faculty Certificates

For progression to the graduate diploma in the same discipline, a student is required to demonstrate academic capability: that is, that student must attain a Credit average in the certificate course.

Masters Degrees

The minimum standard for admission or articulation to the next level of award shall be the HIIB or Credit level, averaged over a full year.

Fail Marks Verification

The rights of students to have assessed work re-marked shall be determined at faculty and department level, with reference to the work and time involved for staff. Faculties should notify students of their policy on re-assessment of work. However, each faculty must have a process (reported to, and approved by, Academic Board) for verifying fail marks which contribute to a final fail result. This requirement shall not apply to pieces of work completed during the course of a unit each of which is worth no more than 10 per cent of the final mark, unless the total of such pieces exceeds 30 per cent of the final mark.

Purpose

To provide guidance to faculties in the development of assessment tasks.

Scope

This policy applies to assessments conducted for coursework units and degrees.

Rationale

The forms of assessment used throughout the university are diverse and properly vary according to the academic discipline. It would be inappropriate for a university policy on assessment to contain detailed prescriptions; but all faculties and departments shall explore the appropriate interpretation of these principles in their disciplines or fields and be able to demonstrate the reasonableness of their practices in relation to the principles.

Responsibilities for Implementation

• University wide - Deputy Vice-Chancellor (Education)
• Faculty wide - Deans, Associate Deans (Teaching), Heads of Departments, Chief Examiners.

Related Documents

• Assessment of Coursework Procedures
• Graduate/Postgraduate Assessment Policy
• Special Consideration Policy and Procedures
• Examinations Policy and Procedures
• Alternative Arrangements for Assessment Policy and Procedures
• Grading Scale Policy and Procedures
• Plagiarism and Cheating Policy and Procedures

Governing Documents

• Monash University Act 1958
• Statute 6.1.2 Courses and Degrees
• Examinations Regulations  

Review

This policy will be considered for review by Academic Board three years after approval or earlier as required.

Approved

December 2 2002 by the Deputy Vice-Chancellor (Academic and Planning).

Change to "Responsibilities for Implementation" made by Education Committee Meeting 6/2005, 26 October 2005.