91É«ÇéƬ

1. AssessmentÌýand feedback

1.1.ÌýAssessment and feedback provide all students with clear expectations and equitable opportunities to develop and demonstrate their learning, regardless of their background, disability, study mode or study load.

1.2.ÌýAssessment and feedback give all students the opportunity to enhance their learning, gauge their academic progress, and identify actions and support for improvement while maintaining a reasonable and manageable workload for every student.

1.3.ÌýAssessment assures through diverse and appropriate methods that each graduate has achieved all specified program and specialisation learning outcomes, and that the level of each student’s attainment is accurately reflected by the grades awarded.

2. Academic progression

2.1.ÌýAcademic progression is guided by the expectation that students steadily advance toward completing their program by fulfilling defined academic and administrative requirements (progression requirements).

2.2.ÌýProgression requirements are clear and consistent, supporting students to successfully complete their studies on schedule.

2.3.ÌýAcademic progression is used to identify students who need support. 91É«ÇéƬ offers support to students not maintaining satisfactory academic progress so they have opportunities to improve.

1. Designing assessment

1.1. An assessment will align with at least one program learning outcome (PLO) or specialisation learning outcome (SLO) except:

• for an elective course or general education course that does not sit in a program or specialisation, or
• for a credit-eligible short course, or
• where a course is part of multiple programs and the assessment cannot be aligned to common PLOs or SLOs from the range of programs, in which case the assessment will align directly with at least one graduate capability.

1.2. An assessment will align with at least one course learning outcome (CLO).

1.3. Secure assessment ensures that a student has genuinely achieved their learning outcomes by using identity verification and managed settings. Examples include:

• assessments observed by an assessor in a face-to-face classroom or online classroom, such as lab work, skills demonstrations, presentations, performances, class participation, simulations, placements and internships
• invigilated exams
• oral assessments between an assessor and a student.

1.4. Each PLO and SLO will be assured by at least one secure assessment across a program or specialisation.

1.5. Formative assessment is assessment for learning used to provide feedback that informs teaching and enhances student learning. Formative assessment may contribute to a course result.

1.6. Summative assessment is assessment of learning that evaluates student achievement. Summative assessment usually contributes to a course result.

1.7. An assessment task is an activity relating to any type of assessment that requires a student to demonstrate their learning towards a learning outcome.

1.8. A hurdle task is an assessment task that requires a student to achieve a minimum standard to be eligible to pass a course, regardless of their results for other assessments in the course.

1.9. Group assessment tasks are completed collaboratively by a group of students and will:

• assess teamwork or collaborative learning outcomes, unless the task’s complexity or real-world context justifies a group-based approach
• enable fair and inclusive contributions from all students in the group
• provide each student in the group with a mark or grade that reflects their contribution
• include evaluation of the group process and contributions of students, where relevant e.g. instructor observations, self and peer assessment or reflection
• have a combined maximum weighting of 30% toward a course result.

1.10. The weighting of an assessment toward a course result will be in line with:

• clause 1.9 (maximum weighting for group assessment tasks)
• clause 3.2 (maximum weighting for an assessment task)
• clause 3.6 (assessment task workload)
• clause 9.1 (minimum weighting for an exam)
• clauses 1.3 - 1.4 in Competency-Based Assessment (competency-based assessment tasks).

1.11. An assessment can be competency-based in line with:

• clause 10.2 (grading bases)
• Competency-Based Assessment.

1.12. An online assessment task will be submitted using an approved 91É«ÇéƬ educational technology system in line with the Information Governance Policy.

1.13. Faculties will review and report on the quality of assessment and feedback as part of an academic program review in line with the Academic Offerings Monitoring and Review Procedure.

1.14. If a student chooses to include an Acknowledgement of Country in their assessment task, it will be excluded from:

• word count requirements for written assessment tasks, such as essays, and
• time requirements for oral assessment tasks, such as presentations.

2. Program-level approaches to assessment

2.1. Assessment will be designed across courses in a program or specialisation (including major or minor) to assure a student’s progress towards PLOs, SLOs and graduate capabilities.

2.2. Courses in a program or specialisation will have a variety of assessment types to support student learning, meet diverse learning styles and ensure that assessments are fit for purpose in assuring the range of learning outcomes.

3. Assessment workload

3.1. To avoid over-assessment, a student will only be assessed to the extent necessary to assure they have achieved a learning outcome.

3.2. The maximum weighting for an assessment task toward a course result will be 60%, except for:

• assessment tasks that must meet the assessment requirements of an accreditation body or Work Health and Safety, or
• assessment tasks that are a research project or thesis, or
• assessment tasks in a course that uses only competency-based assessment, or
• work integrated learning (WIL) courses.

3.3. A progressive assessment is where a series of assessment tasks are arranged across a course, program or specialisation so students can build their knowledge and skills over time and achieve the learning outcomes expected at their level of study. Examples include:

• weekly practical tasks
• smaller assignments with different tasks that build on each other and contribute to a final project.

3.4. A summative progressive assessment in a course will be considered as one summative assessment task, with careful consideration of total assessment workload in line with clause 3.5. For example:

• a series of weekly quizzes will be considered as one summative assessment task
• a series of fortnightly labs will be considered as one summative assessment task.

3.5. To ensure the total assessment load is manageable and reasonable within the expected workload for units of credit in line with the Program Design Procedure, assessments in a course will be designed to either:

• have a maximum of three summative assessment tasks including any exams, and no more than two of these may be summative progressive assessments, or
• be no more than a third of the total hours required for a student to complete the course, not including any work for assessment tasks completed during class time.

3.6. A student’s workload for each assessment task in a course will be informed by its weighting, so that the effort required for each assessment task is comparable with its contribution to the course result. This does not apply to competency-based assessment.

3.7. At least 30% of the course result will be derived from assessment tasks with a completion date or submission due date before the last week of the teaching period. This does not apply to courses using only competency-based assessment, which must include at least one assessment task that is completed before the last week of the teaching period.

3.8. Clauses 3.5 – 3.7 do not apply to:

• assessments in the workplace, such as work integrated learning, placements and internships
• a course that is mainly assessed by a research project or thesis.

4. Assessment equity and inclusion

4.1. An assessment task will be accessible and inclusive in line with the Equity, Diversity and Inclusion Policy.

4.2. An assessment task will be adjusted to align with a student's learning plan.

5. Storing assessments

5.1. Assessment products, including exam scripts and student-generated outputs, will be:

• kept by the faculty for at least 6 months, unless returned to a student
• managed securely in line with the Information Governance Policy.

6. Communicating assessment expectations to students

6.1. The course outline will be published at least one week before the start of the teaching period and will include the following for each assessment:

• purpose
• learning outcomes
• the allowed role of artificial intelligence and, where relevant, how it can be used
• weighting toward the course result
• when the assessment task is due for submission and its submission instructions, or when the assessment task will be held
• timing and type of feedback
• whether it is a hurdle task
• whether a short extension is available
• whether a supplementary assessment is available.

6.2. Each assessment task will include:

• instructions to the student for completing the assessment task
• assessment criteria for what the student is expected to demonstrate, preferably by using an assessment rubric except where correct answers are pre-determined, such as multiple choice questions.

6.3. The information in clause 6.2 will be:

• provided to students before or when the assessment task becomes available
• published online, except for credit-eligible short courses that have no online delivery.

7. Quality of assessment feedback

7.1. An assessment will be designed to support a student’s learning by providing feedback that is constructive and actionable. The feedback provided must go beyond simply justifying marks and will:

• identify strengths
• identify weaknesses
• identify areas for improvement and provide guidance on how to improve.

7.2. An assessor will provide feedback for an assessment task, including exams.

• The feedback will be specific to each student at least once in a course at a time when the feedback will be most actionable for the student’s learning or for applying to future assessments.
• For all other assessment tasks where providing individual feedback to every student is not feasible, the assessor may provide collective feedback to the cohort.

7.3. A Course Authority will inform all assessors in the course what is expected in providing feedback, to ensure that feedback is consistent and comparable across assessors.

8. Timing of assessment feedback

8.1. Assessment tasks that are aligned with each other within a course, such as progressive assessments, will be sequenced to give a student the opportunity to reflect and act on the feedback provided to them before submitting their next assessment task.

8.2. Before the census date in a course, a student will have an assessment or activity that provides formative feedback on their progress and identifies any need for additional support, in line with the Support for Students Policy.

8.3. An assessment task completed during the teaching period will have feedback provided to the student in line with clause 7.2 either:

• within 10 working days of the submission due date, unless a student who is submitting their assessment task after this date would gain an unfair advantage if feedback were released to the other students before they submit, or
• with sufficient time for the student to consider and apply the feedback for the next assessment task.

8.4. The timing for providing feedback to a student in clause 8.3 does not apply to a course’s final assessment task. However, feedback will still be provided for a course’s final assessment task in line with clauses 7.1 – 7.2.

9. Overview

9.1. An exam is an assessment task that:

• is primarily summative in nature, and
• has a weighting of at least 20% toward a course result, or is a hurdle task in a competency-based course with no weighting toward a course result, and
• assesses a range of learning outcomes, and
• is a timed assessment, and
• is held in a managed setting or under invigilated conditions.

9.2. An assessment task, such as a test or a quiz, will be considered as an exam for the purpose of this policy where it meets all of the criteria in clause 9.1.

9.3. An exam is a secure assessment when it is either:

• on campus (including online) and supervised (on-campus invigilated exam), or
• online, remote and supervised remotely (online invigilated exam).

9.4. An invigilated exam will only be held:

• where a secure form of assessment is needed at key points across a program or specialisation and an invigilated exam is the best option to assure a student has achieved the learning outcomes, or
• where it is required by an accreditation body.

9.5. Unless it is required by an accreditation body, an exam can only be scheduled during the following periods:

• after the census date (mid-term, mid-semester or mid-hexamester)
• the published exam period at the end of a teaching period (final exam)
• the published supplementary exam period after the exam period for final exams (supplementary exam).

9.6. Clause 9.5 does not apply to an unsupervised assessment task.

9.7. Further details on exams are available in the Exam Instructions.

10. Overview

10.1. The numerical mark (mark) awarded to an assessment task or course determines the grade that is assigned.

10.2. A grade without a mark (grade-only) can be awarded for an assessment task or a course using competency-based assessment with one of the following results within its competency-based grading basis:

• SY (Successful) / FL (Fail)
• CO (Competent) / CN (Not Yet Competent)
• CO (Competent) / CM (Competent with Merit) / CN (Not Yet Competent).

10.3. Unless stated otherwise in this procedure, all references to a student failing an assessment task or course will include a student who is not yet competent in an assessment task or a course using competency-based assessment.

10.4. Appendix 2 lists the 91É«ÇéƬ grades and marks.

11. Assessment task results

11.1. The provisional mark or grade for an assessment task (assessment task result) will be determined by the assessor of the task using published assessment criteria (standards-based assessment).

11.2. The Course Authority will have practices in place for assessors marking an assessment task to ensure consistent and fair marks or grades based on student performance, noting that:

• only the marking process can be moderated
• assessment task results cannot be moderated to fit into a predetermined distribution of marks or grades.

11.3. An assessment task result, which may be provisional, will be provided to a student with the same timing for providing feedback in line with clause 8.3.

11.4. A student’s assessment task result may be changed as an outcome of a student applying for a review of results.

11.5. The Course Authority will keep a record of:

• the initial assessment task result
• any changes that have been made and the reasons for the change.

Late submissions

11.6. If a student submits an assessment task after the submission due date, the result will be reduced by 5% of the maximum possible mark per 24 hours, up to a maximum reduction of 25% for submitting 120 hours (5 days) late.

For example:

• an assessment task has a weighting of 30% toward a course result
• the assessment task is submitted 85 hours late (this will be calculated as 4 days late)
• the assessment task result given is 70/100 before any penalty is applied for a late submission.

The penalty for the late submission is calculated as follows:

• the assessment task result is reduced by 5 marks per 24 hours the assessment task is submitted late (5% of 100)
• the assessment task result is reduced by a total of 20 marks for being submitted 85 hours late (5 marks × 4 days)
• the assessment task result becomes 50/100 after applying the penalty for a late submission (70/100 reduced by 20 marks)
• the assessment task result contributes 15 marks toward the course result (30% of 50/100).

11.7. An assessment task will be given a mark of zero if it is submitted more than 120 hours (5 days) after its submission due date, unless an extension has been approved.

12. Course results

12.1. The mark and weighting of each assessment task will determine the result of the course (course result) when each assessment task in the course is awarded a mark.

12.2. A course result will be determined in line with Competency-Based Assessment when each assessment task in the course is awarded a grade only.

12.3. A course containing assessment tasks awarded a mark and assessment tasks awarded a grade only will have the course result determined in line with clause 12.1 by first converting each grade-only assessment task result to:

• full marks if the student is competent in the assessment task
• zero marks if the student is not yet competent in the assessment task.

12.4. An assessment task cannot contribute more than its weighting toward a course result, except for clauses 12.5 – 12.6.

12.5. A student who fails an assessment task will lead to the student failing the course where the assessment task is:

• a hurdle task, or
• the only secure assessment for a PLO or SLO.

In these cases, the student will receive a course result indicating that they have not passed the course, such as CN (Not Yet Competent), FL (Fail) or UF (Unsatisfactory Fail).

12.6. A student may fail a course if they have not genuinely attempted all the summative assessment tasks in the course, except when exempt from completing an assessment task.

12.7. The faculty review of results committee, such as a Faculty Assessment Review Group, will:

• review all course results from the current term or semester
• use the term WAM of students to identify variations in course results compared to the term WAM of students in previous terms or semesters
• determine the reason and process for changing course results from the current term or semester if adjustments are required.

12.8. A student’s course result can only be changed:

• by the Course Authority correcting a data entry error, or
• by the faculty review of results committee, or
• as an outcome of a student applying for a review of results, or
• under certain circumstances where the student fails a course, in line with Assessment Allowances Instructions.

12.9. The Course Authority will keep a record of

• the initial course result
• any further changes that have been made in line with clause 12.8 and the reasons for the change.

12.10. A course result will be released to a student only after all of the following have occurred:

• the faculty review of results committee has reviewed the course results and made any necessary changes
• the course results have been released through 91É«ÇéƬ email and by the date for release of results for the term or semester
• the student has cleared all debt owing to 91É«ÇéƬ.

12.11. Any course results not finalised by the date for release of results will be converted to an NC (Not Completed) grade, in line with clause 16.4 of Academic Progression Procedure, by week 3 of the following term or semester.

13. Review of results

13.1. A student can apply for a review of results if they have reasons to believe that their assessment task result or course result is incorrect. A reviewed result replaces the original result and will lead to the final mark or grade going up, going down or remaining unchanged.

13.2. A student will discuss their assessment task result or course result with their Course Authority or instructor before applying for a review of their result. The student may proceed with applying if either:

• they continue to have reasons to believe that their assessment task result or course result is incorrect after the discussion, or
• the Course Authority or instructor is unavailable for discussion and the student risks missing the submission deadline in line with clause 13.4.

13.3. A student will pay a fee for each application to review results. The student will receive a refund if the review increases the mark or grade.

13.4. A student can submit their application up to 5 working days from receiving their:

• assessment task result, or
• course result on the date for release of results, provided the application relates to the course result only and not to assessment task results previously received.

13.5. A Course Authority, or a delegate such as a review committee or a review team, will assess the reason for the review provided in the application to determine if the result will be reviewed. The following reasons will not be accepted for a review of results:

• challenges with the course learning outcomes
• challenges with the method of assessment (changes can be made beforehand to the method of assessment through educational adjustments)
• challenges with meeting the standard required for marks or grades
• study overload
• implications of not passing the course
• marks or grades received by other students
• language difficulties
• the need for extra marks to achieve a higher grade or WAM
• any penalty that has been applied, such as a penalty for late submission or a penalty for academic misconduct.

13.6. Where a result is reviewed for an assessment task:

• the student will be informed that a review of results is approved
• the student will provide the work that was originally marked or graded if 91É«ÇéƬ does not have a copy
• where feasible, a different assessor who is familiar with the task and marking criteria will do the re-assessment.

13.7. A student will proceed with their re-enrolment on the basis that the result remains unchanged until the outcome from the review of results is finalised.

13.8. A student will be advised of the outcome from the review of results within 20 calendar days from their application being approved.

13.9. There is no appeal of the outcome from the review of results. Where a student believes there is evidence of maladministration or misconduct by 91É«ÇéƬ in the review process, the student can submit a complaint in line with the Complaints Management and Investigations Policy and Procedure.

13.10. A student who may be suspended, excluded or terminated based on the result under review must also appeal their academic standing and enrolment, to maximise their chances of remaining eligible to continue their studies should the review of results be unsuccessful.

14. Overview

14.1. An educational adjustment is a reasonable change that can be made to an assessment task, such as:

• changing specific assessment activities
• making changes to a student’s study conditions or environment
• providing enabling or support staff
• providing alternative assessment formats
• using assistive technology
• extending the submission due date.

14.2. An educational adjustment is not a reasonable change if for any of the following reasons it:

• is inconsistent with the requirements of a course or program
• cannot assure the learning outcome being assessed
• compromises regulatory or accreditation requirements
• compromises academic integrity or academic standards
• compromises the safety of students or staff
• has a negative effect on staff or other students
• is outside the control of 91É«ÇéƬ
• places an undue burden on 91É«ÇéƬ in terms of resources, operations or feasibility.

14.3. An educational adjustment to an assessment task will be made for an eligible student by either:

• an Equitable Learning Plan, or
• an Elite Athletes, Performers and Leaders Learning Plan.

14.4. Further details on educational adjustments are available in the Educational Adjustments for Assessment Instructions.

15. Overview

15.1. 91É«ÇéƬ will adopt a layered approach for assessment allowances using the following sequence:

1. Assessment design and quality assurance, in line with principle 1.1 for equitable opportunity in learning and demonstrating that learning, reduces the need for a student to apply for an assessment allowance
2. a student may apply for a learning plan so that educational adjustments are made to their assessments as needed
3. a student may apply for a short extension if extra time is needed to submit an assessment when there is a brief disruptive event, in line with the Assessment Allowances Instructions
4. a student may apply for special consideration if an assessment cannot be completed or submitted due to unexpected short-term circumstances, in line with the Assessment Allowances Instructions
5. a student may apply for fee remission in line with the Enrolment and Withdrawal Procedure.

15.2. Where an educational adjustment is made to an assessment task, such as extending the submission due date, the newly adjusted assessment task is viewed as the original assessment task. Therefore, a student can apply for assessment allowances based on their adjusted assessment task.

15.3. A student with an approved extension:

• can submit the assessment task without penalty by the extended submission due date, and
• will have clauses 11.6 – 11.7 for late submissions applied to the extended submission due date instead of the original submission due date, and
• can submit the assessment task only once when the original submission due date has passed.

15.4. Where a student receives an unfair advantage from having any knowledge of the content of the original assessment, an alternative assessment and supplementary assessment will be different to the original assessment but still:

• assess the same learning outcomes at the same level of complexity, and
• have the same weighting toward the course result, except where the weighting has changed in line with clause 2.21 of the Assessment Allowances Instructions or from the outcome of educational adjustments in a learning plan.

15.5. Further details on assessment allowances are available in the Assessment Allowances Instructions.

16. Overview

16.1. 91É«ÇéƬ recognises outstanding academic performance through:

• an award
• a prize
• the University Medal.

16.2. The awards at 91É«ÇéƬ for outstanding academic performance are:

• award of Pass with Distinction
• award with Excellence
• class of Honours

16.3. The only recognition of outstanding academic performance that will be displayed on a testamur are those listed in clause 16.2.

16.4. Awards and prizes achieved by a student will be displayed on their academic transcript and .

16.5. Faculties will manage the prizes that are available and how they are awarded to students in line with the Prizes Procedure.

17. Award of Pass with Distinction and Award with Excellence

17.1. For the awards of Pass with Distinction and with Excellence:

• all eligible programs will offer the award unless Academic Board has approved to exempt a program
• the Program Specialists in The Nucleus: Student Hub identify the students who are eligible for the award when they are graduating
• a student’s overall WAM that is based only on courses that count toward the award is used to determine if the student is eligible, except where the program rules state that one or more of those courses are competency-based, in which case the faculty WAM as calculated and recorded in the system by the faculty is used instead by The Nucleus: Student Hub
• a student’s WAM is not rounded up to determine if they are eligible for the award
• to be eligible for the award a student will complete at least 50% of their program at 91É«ÇéƬ; courses completed under exchange or through other learning abroad arrangements will be considered as being completed at 91É«ÇéƬ.

17.2. Further to clause 17.1, the award of Pass with Distinction is:

• available for a Bachelor Pass degree program or the Juris Doctor, and
• awarded to a student with a WAM of at least 75.

17.3. Further to clause 17.1, the award with Excellence is:

• available for a Masters coursework program, excluding Masters (Extended) program, and
• awarded to a student with a WAM of at least 80.

18. Class of Honours

18.1. A class of Honours is available in a Bachelor Honours degree program.

18.2. Honours can be awarded in the following classes:

• Class 1
• Class 2 Division 1
• Class 2 Division 2
• Class 3 (if appropriate).

18.3. The program rules will state the requirements for awarding each class of Honours.

18.4. A student who has met the requirements for a class of Honours will have this displayed on their testamur and academic transcript. Otherwise, a student’s testamur and academic transcript will acknowledge Honours as part of the award name only.

18.5. Where an Honours program has a research component, the research thesis will be independently marked by two examiners who are qualified to assess the work.

18.6. The Program Authority will document the processes for reviewing and moderating the final assessment marks and classes of Honours.

18.7. An Honours program can be either a separate year Honours program or an embedded Honours program in line with the Program Design Procedure.

Separate year Honours program

18.8. A student’s WAM for all research-based and coursework courses that are in the program rules for the Honours program is used to determine the class of Honours that is awarded, except where the program rules state that one or more of those courses are competency-based.

Embedded Honours program

18.9. A student’s WAM is used to determine the class of Honours that is awarded:

• the WAM is based only on courses with numerical marks that count toward the program, and
• the program rules can define a different WAM, such as higher weightings for core, upper level or research courses.

1. Overview

1.1. A student will meet all academic and administrative requirements (progression requirements) for their program.

1.2. A student’s enrolment may be affected if they do not meet their progression requirements. In such cases 91É«ÇéƬ may:

• temporarily or permanently cancel enrolment in a program or course
• impose conditions on enrolment.

1.3. A student may appeal a decision that impacts on their academic progression and enrolment.

2. Maximum completion time

2.1. A student must complete their program within the maximum completion time for that program.

2.2. If a student is at risk of not completing their program on time, the Registrar and Director, Student Services will inform them to seek advice from their Program Authority and develop a plan to complete their program within the remaining time.

2.3. A student who does not complete their program within the maximum completion time cannot re-enrol until they meet with their Program Authority and agree on extra completion time of up to 1 year. In exceptional circumstances, a Program Authority may recommend that a Dean may approve more time.

2.4. If a student does not finish their program within the maximum completion time, their enrolment in the program will be terminated unless they:

• agree with their Program Authority on extra time in line with clause 2.3, and
• complete their program within the extra completion time that was agreed to with their Program Authority.

Calculating maximum completion time

2.5. The maximum completion time for an undergraduate program or a double degree program is twice the normal full-time duration of the program plus 2 years. This is expressed by the formula 2n + 2 years, where n is the normal full-time duration of the program in years.

2.6. The maximum completion time for a postgraduate coursework program is 10 years.

2.7. A student’s maximum completion time for their program is calculated from their first day of the first teaching period in the program.

2.8. A student’s approved and unapproved absences, including program leave, will not extend their maximum completion time.

2.9. A student cannot extend their maximum completion time by studying:

• for credit that does not count toward their program, or
• for a non-award program, or
• with another higher education provider.

2.10. If a student is given credit for prior learning in their program, the full-time duration of their program will be reduced on a pro rata basis, rounding up to the nearest term or semester, when calculating their maximum completion time.

For example, if a student is admitted to a 3-year undergraduate program with 1 year credit (advanced standing), then their maximum completion time is 6 years:

• maximum completion time is calculated using 2n + 2 years
• n is 2 years instead of 3 years (normal full-time duration reduced by 1 year)
• maximum completion time is therefore 6 years (2 × 2 years + 2 years).

3. Minimum and maximum study load

3.1. Study load is the total number of units of credit (UOC) taken in a term, semester or academic year.

3.2. A standard term or semester does not include summer term.

3.3. A student will complete their program in the normal full-time duration when they:

• enrol in a standard full-time study load, in line with the Enrolment and Withdrawal Procedure, and
• maintain adequate progress by successfully completing their enrolled courses.

3.4. A student must be enrolled in at least 1 course in each standard term or semester in their program, unless they are on suspension, exclusion or approved program leave.

3.5. 91É«ÇéƬ will withdraw a student from their program after the census date in line with the Enrolment and Withdrawal Procedure if they have not enrolled with the minimum study load in line with clause 3.4.

3.6. If a student is withdrawn from a program they must apply for re-admission to their program in line with the Admission to Coursework Programs Procedure if they want to return to study at 91É«ÇéƬ.

3.7. A student cannot enrol in more than 18 UOC per term or 24 UOC per semester without applying to , unless a program has been approved for overloading.

3.8. A student cannot enrol in more than 12 UOC in summer term.

4. Repeated fails in a course

4.1. If a student is not yet competent or fails the same course, or two equivalent courses (course rule) twice, the Registrar and Director, Student Services will inform them to seek advice from their Course Authority before enrolling for the next term or semester.

4.2. If a student is not yet competent or fails the same course rule 3 times, the Registrar and Director, Student Services will inform them that they must seek advice from their Program Authority about their progression in the program before enrolling for the next term or semester.

4.3. If a student is not yet competent or fails the same course rule 4 times, their enrolment in the program will be terminated.

5. Program-specific and course-specific progression requirements

5.1. The Program or Course Authority can propose extra progression requirements for a program or course in line with the Academic Offerings Approval Procedure and Program Design Procedure.

5.2. Program-specific and course-specific progression requirements may include:

• maximum completion time for a program
• maximum number of times a course can be failed
• minimum progression rate for each term, semester or stage of a program
• core courses that must be completed before progression to the next stage of a program
• conditions of course enrolment, such as health requirements for clinical work, requirements for security checks or language requirements
• requirements of accreditation bodies or organisations that provide field work, clinical work, practical work or professional placements.

6. Progression requirements for international students

6.1. An international student enrolled in a program delivered in Australia (international student) must comply with the conditions of their confirmation of enrolment and student visa in addition to the progression requirements in section 2 to 5 of this procedure.

6.2. The Manager, Student Records in the Registrar and Student Services team will advise the International Student Compliance team when an international student has:

• been suspended, or
• been excluded, or
• had their enrolment terminated.

6.3. The International Student Compliance team will report to the Australian Government an international student who does not comply with clause 6.1 in line with:

• International Student Transfer Between Registered Providers and PRISMS Reporting Procedure.

7. Advanced standing

7.1. Advanced standing is where a student’s progress through their program has been expedited by granting credit for prior learning. The granting of credit reduces the number of UOC a student needs to complete their program.

7.2. Prior learning for advanced standing will be approved in line with the Recognition of Prior Learning (Coursework Programs) Procedure.

7.3. Advanced standing for entry to a postgraduate program will be approved in line with the Program Design Procedure.

8. Program leave

8.1. A student who has completed a term or semester can request to take leave from their program (program leave) for up to 1 academic year.

8.2. A student who has not completed a term or semester cannot apply for program leave and must defer their offer in line with the Enrolment and Withdrawal Procedure.

8.3. A student can only take program leave for more than 1 academic year at any one time if there are exceptional circumstances and it has been approved by their Program Authority.

8.4. To avoid course fees, a student must apply for program leave and have it approved before the census date of the term or semester, otherwise they will be considered as enrolled.

8.5. A student must apply for re-admission to their program in line with the Admission to Coursework Programs Procedure if they have not resumed their study at the end of their approved program leave and later want to return to study at 91É«ÇéƬ.

9. Program discontinuation

9.1. A student can apply to discontinue their program (program discontinuation) at any time during their enrolment if they want to stop their study at 91É«ÇéƬ.

9.2. To avoid course fees, a student must apply for program discontinuation before the census date of the term or semester where they will stop their study.

9.3. A student must apply for re-admission to their program in line with the Admission to Coursework Programs Procedure if they want to return to study at 91É«ÇéƬ after program discontinuation.

10. Program transfer

10.1. A student can move from one program to another within the same undergraduate, postgraduate, research or non-award career (program transfer):

• an undergraduate student can apply for an Internal Program Transfer
• a postgraduate student can apply for a Postgraduate Program Transfer.

10.2. A student must:

• complete a term or semester before they can apply for a program transfer
• meet the entry requirements for the program they wish to transfer to.

10.3. The Program Authority will review a 91É«ÇéƬ student’s program transfer application based on criteria, including:

• the student’s academic standing
• the student’s weighted average mark (WAM)
• the student’s total number of UOC completed to date
• availability of places in the program
• any extra faculty requirements.

10.4. A student must contact their Program Authority if they would like a program transfer in their final term or semester of study.

10.5. The Program Specialists in The Nucleus: Student Hub will assess a student’s approved program transfer to determine if the student has advanced standing in their new program.

10.6. A program transfer for an international student must be in line with their student visa and the International Student Transfer Between Registered Providers and PRISMS Reporting Procedure.

11. Overview

11.1. WAM is an internal 91É«ÇéƬ measure that is not displayed on official transcripts.

11.2. A student will have:

• a term WAM based on course results in a term or semester
• an overall WAM based on all course results throughout their entire program.

11.3. A student may have, if relevant and required:

• an overall WAM based only on courses that count toward their award
• a faculty WAM calculated by a faculty’s own method.

11.4. WAM is not calculated for non-award careers.

11.5. 91É«ÇéƬ uses the WAM to make decisions, such as whether a student is:

• allowed to continue in their program
• eligible for a program transfer
• meeting the requirements of their program
• eligible for award of Pass with Distinction, award with Excellence, class of Honours and the University Medal
• eligible for other recognitions within a faculty.

12. Calculating WAM

12.1. A student’s WAM is calculated by multiplying the mark received in each course by the units of credit for that course, adding up all the results of the multiplications and then dividing this by the total number of units of credit for the courses. This can be shown by the formula:

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13. Overview

13.1. 91É«ÇéƬ requires a student to maintain satisfactory academic progress in each term or semester so they can continue with their study and to graduate.

13.2. Academic standing is the status of a student’s academic progression and indicates their current progress toward completing their program.

13.3. Academic standing is calculated at the career level and not the program level.

13.4. Academic standing is not calculated for non-award careers.

13.5. Academic standing is assigned at the end of each standard term or semester.

13.6. A student’s academic standing may affect their eligibility to enrol or remain enrolled in a course, in line with the Enrolment and Withdrawal Procedure.

13.7. A student who has had their enrolment in a program terminated because of unsatisfactory academic progress cannot apply for admission to the same qualification. However, the student can:

• apply for admission to another qualification at 91É«ÇéƬ and apply for advanced standing, or
• study at another higher education provider but this will not count towards their qualification at 91É«ÇéƬ.

13.8. Results of academic standing are sent to the student’s 91É«ÇéƬ email account and are also available in .

13.9. A student may appeal their academic standing.

16. Calculating academic standing

16.1. Academic standing levels and rules are used in calculating a student’s academic standing.

16.2. Academic standing is calculated at the end of each standard term or semester before the release of results.

16.3. A student’s grades for summer term will be included when calculating their academic standing for the following term 1 or semester 1.

16.4. A student with WC, WD or LE grades will initially be assigned an academic standing level of Pending.

• After release of results, if the student’s academic standing level for the previous term, semester or hexamester was not Good, then WC and WD grades will be treated as fails.
• The student will have their academic standing recalculated each week from the time results are released, until the deadline for finalising withheld results.
• After the deadline for finalising withheld results, any remaining WC, WD and LE grades will be converted to an NC grade. Academic standing will then be recalculated a final time for the term, semester or hexamester.

16.5. If a student’s academic standing level has been calculated as Suspension or Exclusion but 91É«ÇéƬ’s deadline has passed for assigning a student with that academic standing level for the term, semester or hexamester, a student will be assigned an academic standing level of Provisional Suspension or Provisional Exclusion.

16.6. Appendix 2 contains how grades are used in calculating academic standing.

17. Appeals process

17.1. The Registrar and Director, Student Services will provide written information to a student who has been suspended, excluded or terminated that includes:

• advice that they have been suspended, excluded or terminated
• their right to appeal
• how to appeal
• the deadline for submitting an appeal.

17.2. An appeals cycle starts at the end of each standard term or semester.

17.3. The Registrar and Director, Student Services will write to the student within 10 working days of receiving the appeal to record that an appeal has been received and will be considered by a Re-enrolment Appeals Committee.

17.4. While an appeal is being considered by a Re-Enrolment Appeals Committee, the student may:

• continue to study up to 12 UOC in the following term, or
• apply for program leave.

17.5. The student’s academic standing will be recalculated if they have a supplementary exam for a failed course and then pass the course during the appeal.

17.6. If the student’s academic standing level is no longer Suspension or Exclusion after it has been recalculated in line with clause 17.5, then 91É«ÇéƬ will withdraw the appeal and the student will be able to continue their study.

17.7. A student can choose to meet with the Re-Enrolment Appeals Committee and bring a support person with them. The support person will not participate in the committee’s proceedings.

17.8. A successful appeal will allow the student to continue in their enrolled courses.

17.9. An unsuccessful appeal will result in the student being removed from their enrolled courses without penalty.

17.10. Where a student believes there is evidence of maladministration or misconduct by 91É«ÇéƬ in the appeals process, the student can submit a complaint:

• in line with the Complaints Management and Investigations Policy & Procedure
• to the .

18. Re-enrolment Appeals Committees

18.1. 91É«ÇéƬ has two Re-enrolment Appeals Committees:

• an Undergraduate Re-enrolment Appeals Committee for considering appeals from undergraduate students
• a Postgraduate Re-enrolment Appeals Committee for considering appeals from postgraduate students.

18.2. Each Re-enrolment Appeals Committee will have:

• a chair who is an Academic Board member, nominated by the President of the Academic Board
• at least 5 members who are academic staff
• other members based on their knowledge and experience, nominated by the President of the Academic Board
• a quorum of 3 academic staff members.

18.3. A Re-enrolment Appeals Committee member must not be involved in an appeal where they have been previously involved in the student’s case.

18.4. When deciding the outcome of an appeal, the Re-enrolment Appeals Committee will consider:

• the student’s academic record
• the reasons for the appeal provided by the student
• any supporting documentation provided by the student.

18.5. The Re-enrolment Appeals Committee can override the academic standing rules when deciding on the outcome of an appeal.

18.6. The Re-enrolment Appeals Committee’s decision on the outcome of an appeal is final. A student cannot appeal further within 91É«ÇéƬ.

Authority for procedures and instructions

The following 91É«ÇéƬ officers are authorised to maintain and change the procedure sections of this policy in line with the Delegations Policy and Policy Framework Policy:

1. The Deputy Vice-Chancellor Education and Student Experience (DVC ESE) has authority to approve a standard or procedure section of this policy.

2. The Pro Vice-Chancellor Education (PVCE) has authority to change the:

• Assessment and Feedback Procedure
• Assessment Allowances Instructions
• Competency-Based Assessment
• Educational Adjustments for Assessment Instructions
• Exam Instructions
• Programmatic Assessment for Learning.

3.ÌýThe Registrar and Director, Student Services has authority to change the Academic Progression Procedure.

Responsibilities

4. The DVC ESE may approve systems and processes to support this policy.

5. The PVCE may approve assessment and feedback systems and processes to support this policy.

6. The Registrar and Director, Student Services may approve academic progression systems and processes to support this policy.

Legislative compliance

7. This policy supports:

Revision history

1. Short extension

1.1. A short extension provides a student with immediate approval for extra time to submit an assessment when there is a brief disruptive event.

1.2. A student may apply for a short extension for an assessment task:

• where a short extension is available for the assessment task
• through the
• without the need to provide supporting documentation
• from the start of the teaching period
• before the submission due date and time.

1.3. Unless changed by the Course Authority in line with clause 1.4, a short extension of 2 calendar days will be available by default for all types of assessment except for the following:

• practical assessments, including labs
• group assessments
• in-class assessments, such as quizzes, case study discussions, interviews and role plays
• presentations
• exams
• assessments in the workplace, such as work integrated learning, placements and internships.

1.4. The Course Authority will determine whether to:

• change the default duration of the short extension for an assessment task and have a different duration between 1 day up to a maximum 7 days
• opt-out from having a short extension available for an assessment task, except where the short extension applies to a competency-based assessment task or hurdle task.

1.5. The course outline will state if a short extension is available for an assessment based on the outcome of clause 1.4.

1.6. A student cannot apply multiple short extensions to the same assessment task.

1.7. Further to clause 1.6, if a student requires more time to submit the assessment task, the student must apply for special consideration before the extended submission due date and time.

1.8. A student is allowed only one short extension in a course if a short extension is available for more than one assessment task in the course.

1.9. A student who uses a short extension may receive their marks, grades or feedback later than students who submitted their assessment task by the submission due date, unless required for finalising course results.

2. Special consideration

2.1. Special consideration is available to support a student where an unexpected short-term circumstance that is beyond their control has significantly affected their performance in an assessment task.

Eligible circumstances

2.2. The short-term circumstance could not have reasonably been anticipated, avoided or guarded against by the student.

2.3. The maximum impact of the short-term circumstance is:

• 14 calendar days for a term
• 21 calendar days for a semester
• 7 calendar days for a hexamester.

2.4. The short-term circumstance:

• lasted for at least 3 days in a row during the period where the student would have reasonably been expected to be preparing for completing or submitting the assessment task, or
• prevented the student from completing or submitting an assessment task on a specific date.

2.5. Where the impact of the circumstance exceeds the maximum duration of a short-term circumstance, a student:

• cannot be granted special consideration as they require more appropriate ongoing support
• may request support in line with the Support for Students Policy
• may apply for an educational adjustment through a learning plan
• may apply for fee remission in line with the Enrolment and Withdrawal Procedure.

2.6. For online courses with a timed assessment task, such as an exam, a student located in a different time zone to 91É«ÇéƬ may apply for special consideration for a different time:

• where the assessment task is scheduled to start or end between 10pm and 7am local time
• at least 5 working days before the date of the assessment task.

2.7. A student may apply for special consideration where they have a religious faith that does not allow them to do a timed assessment task when it has been scheduled.

2.8. A student may apply for special consideration where a technical issue beyond their control impacts their completion or submission of an online assessment task. The student will:

• immediately advise a staff member, such as an exam supervisor or Course Authority, of the technical issue
• take as many screenshots, photos or videos as possible of the issues with a date and time, such as error messages, screen not loading, timestamped speed tests, power outage maps and information from the internet provider on the issues experienced
• apply for special consideration with the screenshots immediately at the end of the assessment task.

2.9. A student may apply for special consideration if their learning plan has not been approved or implemented at the time of the assessment completion date or submission due date.

2.10. The following short-term circumstances will not be accepted for special consideration:

• misreading the course outline
• misreading the exam timetable
• heavy academic workload
• overloading with extra courses
• two or more assessment tasks due on the same date
• submitting the incorrect assessment file or exam file
• attending events such as concerts, talk shows, protests, holidays, sporting events (excluding university games or elite competitions and performances)
• travel or holidays (excluding exchange approved by 91É«ÇéƬ)
• professional experience organised independently by the student
• work commitments
• industry placements (unless unexpected and unavoidable)
• study at another institution
• volunteering commitments, unless volunteering during an emergency for a reputable organisation that provides emergency assistance
• club or society events and commitments
• late enrolment in a course
• missed attendance (where a course has mandatory attendance, faculties and schools will record each student’s attendance and communicate their process for missed attendance).

Applying

2.11. A student may apply for special consideration for an assessment task:

• where their circumstance is in line with clauses 2.2 – 2.10
• through the
• with supporting documentation in line with clauses 2.14 – 2.17
• as soon as possible from having knowledge of the short-term circumstance and its impact on an assessment completion date or submission due date.

2.12. Further to clause 2.11, a student may apply for special consideration for an assessment task no later than 3 working days after the assessment completion date or submission due date, except:

• for timed assessment tasks in a different time zone in line with clause 2.6, or
• where a student requires more time to submit an assessment task with a short extension in line with clause 1.7.

2.13. In exceptional circumstances, if the student provides documentation showing they couldn’t apply on time, 91É«ÇéƬ may consider a late application for special consideration.

Supporting documentation

2.14. A student will provide supporting documentation when applying for special consideration that contains adequate and appropriate evidence of their circumstance. The student’s evidence must identify the:

• circumstance, describing the situation in as much detail as possible
• time frame, including dates and length of the circumstance
• severity, detailing how serious the circumstance is, how it impacted them and how it impacted their assessment performance
• dates where they were seen by the professional providing the evidence.

2.15. A student may use the professional authority form as supporting documentation for medical circumstances.

2.16. A medical certificate will not be accepted if it is:

• backdated, or
• out of date, or
• not from an AHPRA accredited provider.

2.17. Online medical certificates will not be accepted as supporting documentation where there is no evidence of a real-time consultation with the medical professional.

Outcomes of application

2.18. The Student Case Review team will:

• assess a student’s application for special consideration
• determine if the application will be approved
• advise the student of the outcome of their application.

2.19. For approved applicants, the Course Authority will determine the arrangement for providing the student with another opportunity to demonstrate their achievement of learning outcomes, such as:

• extending the submission due date for the assessment task under special consideration
• offering a supplementary exam to the student who missed a final exam
• offering an alternative assessment to the student who missed an assessment task.

2.20. If the Course Authority extends the submission due date, the length of the extension will:

• normally be equivalent to the duration of the circumstance in calendar days
• not go beyond the student’s duration of impact
• not be so long as to affect the student’s progression through their program
• not exceed the maximum impact of the short-term circumstance as defined in clause 2.3.

2.21. Where it is not possible to provide a student with another opportunity in line with clause 2.19, the Course Authority may determine other arrangements where a student has achieved the learning outcomes in other completed assessments, such as:

• marks from other completed assessment tasks being aggregated or averaged to achieve an overall mark for the assessment task under special consideration
• reweighting the assessment task under special consideration to other assessment tasks.

2.22. The Course Authority may consider on a case-by-case basis any other arrangements for exceptional and complex circumstances.

Review of special consideration application outcome

2.23. If a student’s application for special consideration is not approved, they may contact the Student Case Review team and request a review of the decision.

2.24. The student’s request for review will:

• be in writing
• detail the reasons for requesting the review
• contain any supporting documentation not previously submitted
• be submitted no later than 3 working days from the application outcome date.

2.25. A student cannot request a review of the arrangements from an approved application for special consideration.

2.26. A more senior staff member in the Student Case Review team than the one who made the initial assessment will review the application for special consideration.

2.27. A student can only request one review for each application for special consideration. A student not satisfied with the outcome of the review may make a complaint in line with the Complaints Management and Investigations Policy & Procedure.

Fit to Sit rule

2.28. A student undertaking a timed assessment task is declaring that they are fit to do so and can only apply for special consideration in line with clause 2.30. Examples of undertaking a timed assessment task include:

• sitting for an exam
• accessing an online test
• participating in a class presentation
• completing a performance.

2.29. A student undertaking a timed assessment task invalidates any application for special consideration that may have been submitted before the assessment task.

2.30. A student undertaking a timed assessment task may apply for special consideration if they become unwell or are impacted by other circumstances during the assessment and they:

• stop undertaking the timed assessment task before 80% of the time has lapsed
• immediately advise a staff member, such as an exam supervisor or Course Authority, before the end of the timed assessment task
• apply for special consideration within 3 working days of the assessment date
• provide supporting documentation in line with clauses 2.14 – 2.17 that is dated within 24 hours of the assessment date.

2.31. If a student was unable to make an informed decision about whether they were fit to sit the timed assessment task, 91É«ÇéƬ will consider exceptions to clauses 2.28 – 2.30.

3. Alternative assessment

3.1. An alternative assessment provides a student with an opportunity to demonstrate their achievement of learning outcomes for a missed assessment.

3.2. An alternative assessment may be provided to a student as an outcome of an approved special consideration application.

3.3. The Course Authority will determine the availability and form of the alternative assessment, in line with clause 15.4 of the procedure.

3.4. Clauses 3.5 – 3.10 apply where an alternative assessment is a supplementary exam.

Supplementary exams

3.5. A supplementary exam may be provided to a student as a supplementary assessment.

3.6. Where a student is provided with a supplementary exam as an outcome of an approved special consideration application for circumstances in line with clauses 2.8 or 2.30:

• the original exam will not be marked
• the final mark or grade that is awarded will be based on the supplementary exam.

3.7. Where a student is unable to undertake the original supplementary exam, the Student Case Review team will determine if a further opportunity is provided to the student to undertake another supplementary exam (second supplementary exam) if it is available.

3.8. Where the Student Case Review team has determined that a student has provided adequate supporting documentation of circumstances with a continuous significant impact across the final exam, supplementary exam and second supplementary exam, the Course Authority will determine whether to approve one of the following outcomes:

• provide the student with a third supplementary exam that is scheduled no more than 2 weeks after the second supplementary exam
• where the student has successfully completed all other assessment tasks for the course, allow them to enrol in the course with an auditor (student) role the next time the course is offered if the CLOs have not substantially changed.

3.9. Where a student has been approved to enrol in a course with an auditor (student) role in line with clause 3.8:

• the student can only undertake the final exam in the teaching period of their audited enrolment, with the mark or grade for the final exam added to the marks or grades already achieved in their previous enrolment for the course
• the student cannot apply for special consideration for the final exam
• the student’s academic transcript will display the final course result for the first attempt at the course and a grade of AS (Audited course) for the second attempt at the course
• the student will not be allowed to enrol in the course again with an auditor (student) role.

3.10. The outcome of a special consideration application will be determined in line with clause 2.21 for any of the following reasons:

• the student is unable to undertake both a supplementary exam and a second supplementary exam
• the student is unable to undertake a supplementary exam and a second supplementary exam is not available
• the Course Authority has not approved any of the outcomes in line with clause 3.8.

4. Supplementary assessment

4.1. A supplementary assessment may be given to a student outside of the special consideration process so they have an opportunity to demonstrate their achievement of learning outcomes for a missed or failed assessment.

4.2. The Course Authority will determine when a supplementary assessment is available for an assessment task, in line with clause 15.4 of the procedure.

4.3. The course outline will state when a supplementary assessment is available for an assessment task based on the outcome of clause 4.2.

4.4. Where a supplementary assessment is available for an assessment task, the Course Authority will determine the students who are eligible for the supplementary assessment.

4.5. For every course in the final term or semester in a student’s program, the Course Authority will provide a supplementary assessment to a student who fails only one assessment task in the course and:

• a supplementary assessment is available for the assessment task, and
• the assessment task result means that the student has failed their course, and
• passing the assessment task would have resulted in the student passing the course and graduating from their program.

4.6. Clause 4.5 does not apply:

• to an assessment task that is a research project or thesis, or
• where a penalty for academic misconduct causes the student to fail the assessment task.

4.7. The mark or grade awarded for the assessment task will be based solely on the supplementary assessment.

4.8. Where a numerical mark is awarded for an assessment task or course, unless otherwise stated in the course outline:

• if a supplementary assessment is provided to a student who received a fail grade for their assessment task, the final result for that assessment task will be capped at 50%
• if a supplementary assessment is provided to a student who received a fail grade for their course in line with clause 4.5, the final result for that course will be capped at 50%.

4.9. Where a supplementary assessment is provided to a student who is not yet competent for a grade-only assessment task or course, unless stated otherwise in the course outline, one of the following grades will be awarded for the final assessment task result or final course result using the grading basis that has been adopted:

• SY (Successful) / FL (Fail)
• CO (Competent) / CN (Not Yet Competent)
• PS (Pass) / FL (Fail) and an associated nominal mark in line with clause 12.2 of the Academic Progression Procedure in the policy.

5. Monitoring

5.1. The Manager of the Student Case Review team will monitor how many applications a student submits for short extension, special consideration and fee remission to proactively identify students who may need extra support in line with the Support for Students Policy.

1. Overview

1.1. Assessment can be designed for students to demonstrate whether they have achieved competency in learning outcomes without using a numerical mark and its associated grade (competency-based assessment).

1.2. Competency-based courses, in line with clause 10.2 of the procedure, will have:

• only one competency-based grading basis at the course level
• a grade only awarded for each assessment task.

1.3. A competency-based assessment task in a competency-based course will not have a weighting toward a course result.

1.4. All competency-based assessment tasks in a standard-grading course will have a combined maximum weighting of 40% toward a course result.

1.5. All requirements in the procedure apply to competency-based courses unless stated otherwise.

2. Achieving minimum level of competency for assessment tasks and courses

2.1. An assessment rubric will define the minimum level of competency for a competency-based assessment task based on the subject matter, where appropriate in line with clause 6.2 of the procedure.

2.2. The minimum level of competency for a competency-based assessment task does not need to be equivalent to a Pass grade in a standard-grading course.

2.3. The course outline will state:

• how the assessment task results, including those for any hurdle tasks, will be used for determining if a minimum level of competency has been achieved in the course
• the rules for a student having multiple attempts to demonstrate their competency.

2.4. Where a student has made a genuine attempt and is assessed as not yet competent in a competency-based assessment task, the Course Authority will determine, in line with clause 3.4, if and how another opportunity will be given to the student to demonstrate their competency, such as:

• allowing the student to resubmit or resit the assessment task
• providing the student with a supplementary assessment
• extending the student’s time in a workplace placement.

2.5. Educational adjustments in a student’s learning plan will apply to any further opportunity that is given to the student to demonstrate their competency, except where both

• the further opportunity is for the student having more time to resubmit their competency-based assessment task, and
• any additional time included as an educational adjustment in the student’s learning plan has already been applied to the competency-based assessment task.

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3. Hurdle tasks in competency-based assessment

3.1. A hurdle task in competency-based assessment requires a student to be competent in the learning outcomes before they can progress to the next stage in the course.

3.2. A competency-based assessment task will be a hurdle task.

3.3. A student can only be considered as competent in a competency-based course if they are competent in all the hurdle tasks in the course.

3.4. In exceptional circumstances, students may have only one attempt to complete a hurdle task, which requires the assessor to provide feedback to the student:

• identifying any areas for improvement and guidance on how to improve before the final submission of the assessment task, such as using practice tests or providing written feedback on a draft
• before the midpoint of the duration for any progressive assessment task, such as class participation, workplace-based assessment or lab-based assessment.

4. Late submissions of assessment tasks

4.1. If a student is unable to submit a competency-based assessment task on time, they can apply for:

• a short extension, or
• special consideration.

4.2. A competency-based assessment task that is submitted late will:

• not be accepted for marking
• be awarded a grade of CN (Not Yet Competent) or FL (Fail).

4.3. Numerical penalties in line with clause 11.6 of the procedure do not apply for a competency-based assessment task that is submitted late.

1. Equitable learning plan

1.1.Ìý In line with the , and Support for Students Policy, an educational adjustment will be made to a student’s assessment tasks as needed to support equity and inclusion in learning where the student meets any of the following criteria:

• has a disability
• has a chronic health condition
• has a mental health condition
• identifies as neurodivergent
• is experiencing the effects of trauma or distress (including from intimate partner violence, family violence or abuse)
• is a carer of a person with support needs or a disability.

1.2. A student may receive an approved Equitable Learning Plan (ELP) by:

• applying in line with clauses 1.3 – 1.4, and
• providing evidence in line with clauses 1.5 – 1.8, and
• meeting with an Equitable Learning Facilitator and developing an ELP in line with clauses 1.9 – 1.13.

Applying

1.3. A student will be eligible for an educational adjustment in line with clause 1.1.

1.4. A student will register for support with the Equitable Learning Services (ELS) team.

Providing evidence

1.5. An Equitable Learning Facilitator will collect evidence from the student relating to their condition or circumstances which require educational adjustments to assessment tasks, such as:

• supporting documentation in line with clauses 1.6 – 1.7
• information provided by the student
• information provided by the student’s parent, carer, educator, health practitioner or any other person as considered appropriate by the Equitable Learning Facilitator.

1.6. A student can provide supporting documentation for:

• the nature and duration of their condition or circumstances
• the impact their condition or circumstances are having on their learning and assessment tasks
• any treatment they are receiving.

1.7. The supporting documentation will be:

• less than 2 years old, except for lifelong conditions or circumstances
• in English
• a translated copy where the supporting documentation is provided by an overseas practitioner and not available in English
• written on letterhead, signed and dated by an appropriate medical practitioner, specialist, educational psychologist, qualified health practitioner or other qualified professional.

1.8. An Equitable Learning Facilitator will assess the supporting documentation and information that has been provided and will determine if further evidence is required.

Developing an ELP

1.9. The student will meet with the Equitable Learning Facilitator to determine the student’s educational adjustments based on:

• reasonable changes in line with clauses 14.1 and 14.2 of the procedure, and
• the impact of the student’s condition or circumstances.

1.10. Where complex educational adjustments are required, the Equitable Learning Facilitator will consult with the Course Authority or other relevant staff to ensure that the proposed educational adjustments will enable the student to demonstrate their achievement of learning outcomes.

1.11. The Equitable Learning Facilitator will document a student’s approved educational adjustments in an ELP.

1.12. A student seeking changes to their ELP will provide further evidence to what they have already provided to the Equitable Learning Facilitator.

1.13. The Equitable Learning Facilitator will provide a copy of the approved ELP to the student and their instructors at the beginning of the term or semester while the student is registered with the ELS team.

1.14. Instructors or other staff, such as the faculty’s appointed Academic Disability Liaison Advisor, can with any questions or comments about the student’s ELP.

Renewing an ELP

1.15. An ELP will automatically renew for each teaching period except for any of the following reasons:

• the Equitable Learning Facilitator reviews a student’s request to change their ELP
• the Equitable Learning Facilitator receives new information relating to a student’s condition or circumstances, and their impacts
• a student’s documentation for an educational adjustment has expired and they have provided to the Equitable Learning Facilitator new documentation for their condition or circumstances
• the Equitable Learning Facilitator has placed an end date on the educational adjustment.

Implementing an ELP

1.16. An instructor will implement all educational adjustments to assessment tasks that are in a student’s approved ELP and will communicate this to the student at least 2 weeks before the start of the assessment task.

1.17. Where an instructor is unable to implement an educational adjustment to an assessment task, in the following order:

1. The instructor will contact their Faculty Academic Disability Liaison Adviser (ADLA) to discuss and get advice. This may resolve the matter and the educational adjustment can be implemented.
2. If an alternative educational adjustment is suggested by the ADLA and instructor, they will seek approval from the Equitable Learning Facilitator to ensure it supports the student's learning needs.
3. The Equitable Learning Facilitator will escalate the matter to the Head of School where agreement cannot be reached between the Equitable Learning Facilitator and the instructor.
4. In exceptional cases where agreement cannot be reached between the Equitable Learning Facilitator and the Head of School, the Equitable Learning Facilitator will escalate the matter to the faculty’s Deputy Dean Education or Associate Dean Education.
5. In extreme cases where agreement cannot be reached between the Equitable Learning Facilitator and the Deputy Dean Education or Associate Dean Education, the Equitable Learning Facilitator will escalate the matter to the Pro Vice-Chancellor Education who will determine the final outcome.

1.18. The Equitable Learning Facilitator will advise the student of how the matter in clause 1.17 is progressing and the final outcome.

1.19. Where the process in clause 1.17 impacts the assessment completion date or submission due date for the student, the Equitable Learning Facilitator will provide guidance to the instructor for what is best for the student’s learningÌý

2. Elite Athletes, Performers and Leaders Learning Plan

2.1. An educational adjustment will be made to a student’s assessment tasks in a teaching period as needed where the student is in the Elite Athletes, Performers and Leaders Support Program and has known commitments that will impact their assessments during the teaching period.

2.2. Where a student is in the Elite Athletes, Performers and Leaders Support Program and requires an educational adjustment:

• the student may contact their 91É«ÇéƬ nominated staff member and request an educational adjustment through an Elite Athletes, Performers and Leaders Learning Plan (EAPLP)
• Head of Sport and Local Community and Elite Athlete Program Manager will provide the student with a letter confirming that the student is entitled to an EAPLP with educational adjustments for the teaching period
• the student will present the letter to their instructors, preferably before the start of the teaching period but not later than the first week of the teaching period.

2.3. The instructor will determine the student’s educational adjustments based on reasonable changes in line with clauses 14.1 and 14.2 of the procedure.

2.4. Where the instructor and student cannot agree on the educational adjustments, the student may contact:

• Head of Sport and Local Community and Elite Athlete Program Manager
• Head of School.

2.5. Where agreement cannot be reached following clause 2.4, the student may contact the Deputy Dean Education or Associate Dean Education.

2.6. The educational adjustments that are implemented may include:

• the student having an online invigilated exam instead of an on-campus invigilated exam
• reweighting assessment tasks within the course
• the instructor providing alternative arrangements when the student is not available to attend a class in person, such as providing learning materials online.

2.7. The student will not be penalised from the educational adjustment that is implemented. For example, where class discussion contributes to a course result, the student cannot be penalised for not contributing to class discussions where the educational adjustment allows the student to not attend classes and instead journal their reflections.

2.8. A student in the Elite Athletes, Performers and Leaders Support Program without an EAPLP may apply for special consideration when their commitments impact upon their ability to complete course requirements, such as completing or submitting an assessment task.

1. Exam assurance

1.1. The faculty assures exam standards. Each exam will have:

• a Course Authority or convenor to develop the exam
• a reviewer to review the exam before the exam date
• a referee to answer any questions during the exam
• an examiner to determine a provisional mark or grade for a student as required, before it is reviewed by the faculty review of results committee
• one or more assessors to mark or grade the exam.

1.2. An instructor is always an examiner.

1.3. The reviewer cannot develop the exam.

1.4. A reviewer will have reviewed a final exam by the exam paper deadline as published in the Examinations Key Dates document.

1.5. A student will follow all exam processes, such as providing their student ID and a student declaration when sitting an exam.

2. Centrally managed and locally managed exams

2.1. A final exam or supplementary exam can be managed by:

• the Examinations team in the Division of Education and Student Experience in line with clauses 2.4 – 2.8 (centrally managed exam), or
• a faculty in line with clauses 2.9 – 2.12 (locally managed exam).

2.2. Any of the following will be a locally managed exam:

• a hexamester exam
• an exam scheduled during the teaching period
• an exam not held on the Kensington campus.

2.3. An invigilated final exam or supplementary exam will be a centrally managed exam unless the exam requires equipment or resources that cannot be provided centrally. This does not apply to hexamester exams or exams not held on the Kensington campus, which are always locally managed in line with clause 2.2.

Centrally managed exam

2.4. The Examinations team will advise faculties at the beginning of each year, followed by a reminder in the first week of a teaching period, the processes and dates for exams, such as the deadline for a faculty:

• requesting a centrally managed exam for the term or semester ahead
• advising a locally managed exam to be included in 91É«ÇéƬ’s central exam timetable.

2.5. The Manager of the Examinations team will develop 91É«ÇéƬ’s central exam timetable by considering:

• class sizes and capacity of venues
• exams with large marking loads so they can be scheduled early in the exam period.

2.6. A centrally managed exam will be 2 hours and 15 minutes in duration, including reading time (exam duration). Reading time will be held under exam conditions.

2.7. The exam duration will only be modified in situations where students experience technical issues with the exam that are beyond their control.

2.8. A centrally managed exam can be scheduled:

• in the morning, afternoon or evening on a weekday
• on a Saturday in the morning or afternoon, as required.

Locally managed exam

2.9. A locally managed exam scheduled during the final exam period or supplementary exam period will be included in 91É«ÇéƬ’s central exam timetable.

2.10. If the final exam is locally managed, the supplementary exam will also be locally managed.

2.11. Faculties will be responsible for managing all aspects of a locally managed exam, including:

• preparing, implementing and administering the exam
• adjusting the exam to align with the educational adjustments in a student's learning plan
• securing all aspects of the exam, including storage and printing.

2.12. Faculties will store a copy of the exam in the Records & Archives Management System so that it can be archived with all centrally managed exams

3. Online exams

3.1. A student is responsible for submitting an online exam on time, including uploading any required files.

3.2. 91É«ÇéƬ will not accept late submission of an online exam, except where a student reports a technical issue as follows:

• for an on-campus invigilated exam, the student will alert the exam supervisor
• for an online invigilated exam or online non-secure exam, the student will report the technical issue in line with clauses 3.3 – 3.5.

Technical issues for an online invigilated exam or online non-secure exam

3.3. A student who is unable to submit an online exam on time due to technical issues must obtain evidence in line with clause 2.8 of the Assessment Allowances Instructions.

3.4. The student must report the technical issue during the online exam or immediately afterwards by using the contact details provided in their exam instructions.

3.5. The student must apply for special consideration immediately after the online exam and provide their evidence.

4. Final exams and supplementary exams

4.1. Clauses 4.2 – 4.5 apply to final exams and supplementary exams.

4.2. A student will usually have no more than two exams scheduled on the same day. 91É«ÇéƬ will offer a student an alternative exam if they have more than two exams scheduled on the same day.

4.3. A student will be advised in of the date, time and venue of their exams that are in 91É«ÇéƬ’s central exam timetable after the date the exam timetable is released.

4.4. 91É«ÇéƬ’s central exam timetable will contain any specific requirements needed for the exam, such as equipment or resources.

4.5. Further details on supplementary exams are available in Assessment Allowances Instructions.

5. Alternative exams

5.1. 91É«ÇéƬ can change the schedule and format of an exam (alternative exam) for a student in line with clauses 5.2 and 5.3 by providing:

• the same exam at a different time, or
• the same exam in a different format, or
• a different exam that is similar in content and standard.

5.2. The Examinations team will contact a student with details of any approved alternative exams where the student has:

• a learning plan with educational adjustments, or
• more than 2 final exams scheduled on the same day, or
• two exams scheduled at the same time.

5.3. A student can request an alternative exam through the special consideration process.

Extra supervision

5.4. A student will be supervised in line with clauses 5.5 – 5.8 if the alternative exam provided to them is:

• an on-campus invigilated exam, and
• the same exam given to the other students, and
• scheduled at a different time on the same day as the other students.

5.5. The student having the alternative exam will be supervised:

• during the time the other students are taking their exam, and
• during the time they take their alternative exam, and
• in between the two exams.

5.6. The student who is supervised will not be allowed to use devices that can transmit messages, including:

• computers
• mobile phones
• tablets
• smart watches
• earpieces
• smart glasses.

5.7. The alternative exam will be scheduled for the closest available exam time to keep to a minimum the duration of the student’s extra supervision between the two exams.Ìý

5.8. If a student cannot be supervised because of having requirements in line with the Equity, Diversity and Inclusion Policy, the alternative exam will be a different exam in line with clause 5.1 or an alternative assessment that assesses the same learning outcomes.

1. Overview

1.1. Programmatic Assessment for Learning (PAL) is a whole-of-program approach that combines programmatic assessment and assessment for learning.

1.2. PAL collects evidence over time from multiple assessment tasks that are validated by different methods and assessors (triangulated evidence).

1.3. PAL interprets triangulated evidence that is collected across a program or specialisation (including major or minor) to form narrative judgements for:

• evaluating a student’s progress toward program-level or specialisation-level learning outcomes, competencies and graduate capabilities
• informing decisions on a student’s progress.

1.4. PAL can be used in any program or specialisation requiring milestone-based or accreditation-driven progression.

1.5. PAL is appropriate where an accreditation body or external standards require students to demonstrate their learning at defined progression points in the program or specialisation before the student can progress or graduate.

1.6. PAL builds on the mandatory requirements of program-level approaches to assessment in line with clause 2 of the procedure. All requirements in the procedure apply to PAL unless stated otherwise in these instructions.

2. Designing programmatic assessment for learning

2.1. PAL will ensure that assessment tasks are designed to:

• align with program learning outcomes (PLOs), specialisation learning outcome (SLOs), graduate capabilities and competencies
• generate triangulated evidence of a student’s progress in the program or specialisation
• provide opportunities for feedback that supports a student’s learning and improvement.

2.2. Decisions on a student’s progress, or having achieved a learning outcome, will be based on the total triangulated evidence collected across the relevant stage of the program that has been interpreted to form a narrative judgement. The decision will not be based on an individual assessment task.

3. Student engagement with programmatic assessment for learning

3.1. A student will engage with PAL by:

• setting and monitoring their learning goals in relation to PLOs, SLOs, graduate capabilities and competencies
• curating evidence of their progress toward achieving their learning goals
• showing improvement through interpreting and applying the feedback that has been provided and re-demonstrating their learning.

3.2. The Program Authority, or a delegate such as a competency committee or progression panel, will guide and support a student to engage with feedback and address any identified gaps in their learning.

4.ÌýGovernance of programmatic assessment for learning

4.1. The Program Authority, competency committee or progression panel is responsible for reviewing a student’s evidence at defined milestones to make progression decisions that are:

• fair
• transparent
• a narrative judgement of competence based on triangulated evidence collected across the program.

4.2. A progression panel will ensure consistent decisions are made across programs and specialisations.

4.3. The program rules will state when PAL is used.