Links From the Assessment Policy
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4. INFORMATION ON VARIOUS APPROACHES TO ASSESSMENT
| 4.1 |
Diagnostic Assessment
Assessment can be conducted at the beginning of a unit in order to provide teaching staff with information on what students know prior to the commencement of a unit. Such diagnostic assessment ascertains the extent to which students possess presumed knowledge. It can help prevent assumptions being made about what students know and allows teaching staff to adapt their teaching accordingly. Diagnostic assessment may also provide effective feedback to students on what they should have learnt in another unit. This does not contribute to the final grade. |
| 4.2 |
Formative Assessment
An important factor determining learning effectiveness is the quality of the feedback students receive on their performance while they are learning. Assessment that is conducted to provide students with feedback on their performance and rarely contributes to their final grade is known as formative assessment. To be effective formative assessment should be conducted throughout the teaching period beginning at an early stage, and feedback to students should include suggestions on how performance might be improved. Formative assessment also provides teaching staff with valuable feedback on what students are learning and how effectively they are teaching. |
| 4.3 |
Summative Assessment
The main reason summative assessment is carried out is to provide students, academic staff, the institution and employers with evidence of the extent to which students have achieved intended learning outcomes. To fulfil this purpose summative assessment must be valid and reliable as well as being systematically recorded and communicated. |
| 4.4 |
Self-Assessment and Peer Assessment
Assessment practices of academic staff may include opportunities for students to develop the skills of self-assessment, which is an important outcome of professional education and a key skill for lifelong and independent learning. Students can be encouraged to assess their own performance, and that of their peers, and to compare their own perceptions of that performance with the judgements made by academic staff and by their peers. |
| 4.5 |
Authentic Assessment
“Authentic” has a specific meaning in the context of assessment, especially in professional contexts associated with the subject or discipline. To be authentic, assessment tasks should be seen by students to be challenging, interesting and meaningful, and where possible should be related to real-life applications. Authentic assessment has the capacity to provide students with motivation to engage in learning. |
| 4.6 |
Program Assessment
The aggregated results of assessment of individual student learning provide the institution, Government and other stakeholders, including the professions, with evidence on the effectiveness of academic programs at unit, course or program level. This aspect of assessment may be referred to as program assessment. The institutional role of assessment requires that assessment outcomes are recorded in a form that allows comparison between results for the same unit over time, among different units in the same institution and among similar units at other institutions. Program assessment should be conducted on a regular basis and be linked to planning processes involving curriculum and resources. |
| 4.7 |
Criterion and Norm-referenced Assessment
Criterion-referenced assessment involves the assessment of student performance against pre-determined criteria related to the learning outcomes of the unit. Norm-referenced assessment assesses student performance against the performance of other students. A criterion-referenced approach to assessment policy and practice is advocated.
With criterion-referenced assessment, the criteria by which work is to be judged are made explicit and the grade awarded is intended to directly reflect how well the student has met the criteria. Within a purely criterion referenced assessment system, students are not judged in comparison to each other, every student might achieve the highest grade or none might.
In contrast, with normative assessment, marks are awarded based on a predetermined distribution. The most common form of normative assessment, sometimes called ‘grading on the curve’ or ‘bell curve marking’, assumes marks are distributed according to a standard distribution curve. Certain proportions of each grade are awarded, for example, one third each passes and credit passes, one sixth each distinctions and high distinctions. This means that each student's grade on the unit is determined in part by how well other students on the unit do.
Criterion-referenced assessment is the preferred method of assessment at Murdoch University because, by definition, it provides students with clear information on the standards of work which attract a particular mark or grade. It also implies that final grading depends on each student's learning, regardless of the performance of other students in the class or cohort. The literature on adult learning stresses that criterion-referenced assessment is the most appropriate approach to use when the aim is to foster individual learning and development - rather than selection and ranking. Criterion-referenced assessment is educationally sound because it conveys a clear message that each student can take control over their own learning. It is increasingly clear in the research literature that 'grading on the curve' discourages many students to strive for excellence. Furthermore, under a criterion-referenced assessment system, feedback to students is particularly useful because the focus is on how their current performance matches up to initially determined standards - which are known to them - and how they can improve their performance to achieve a higher mark or grade. |
7.9 MANAGEMENT OF GROUP, SELF AND PEER ASSESSMENT AND ASSESSMENT OF PARTICIPATION
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7.9.1 |
Group Work
Collaborative learning is an important element of the learning process at Murdoch University. It may be used for a variety of purposes, for example:
- as a process for teaching interactive working techniques (teamwork, negotiation skills, role allocation, task completion and conflict management);
- as a means for enhancing students’ understanding of course content (peer support, clarification and refinement of concepts through discussion, rehearsal, and the resolution of conflict); and
- as a means of demonstrating achievement of graduate attributes.
Group work, under proper conditions, can support student learning and be a positive experience. Under less than ideal conditions, however, it can become the vehicle for acrimony and conflict. It may also impose a host of unexpected stresses on, for example, students with overcrowded home and work schedules living long distances from the University. |
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7.9.1.1 |
To establish explicit procedures for group work which are transparent, equitable and contain proper processes of review
Procedures for group work should be detailed in the Unit Information and Learning Guides (UILGs). This should include the following information:
- The purpose and function of the group project including why it is appropriate for the assignment to be completed in groups and how the process and content of the project will help to achieve the stated learning objectives in the unit.
- How group conflict will be dealt with by the lecturer/tutor and the respective role(s) of the staff member and student group members. The stress should be on conflict as a breakdown in the system/process rather than the attachment of blame to individuals. If employees in the workplace, for example, are unable to deal with a problem they are expected to take it to someone who can deal with it.
- How the project will be assessed including how marks will be allocated between the collaborative process (i.e. the way individuals collaborated during the project) and the assignment content in the final group document and/or presentation.
Students must receive written notification of any changes in assessment procedures. |
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7.9.1.2 |
To manage the planning, development and implementation of processes and procedures for learning through group work
Students have other commitments which make it difficult to attend the University outside of scheduled class hours. In units that use group methods of assessment it is therefore recommended that some scheduled class times be dedicated to group meetings. In-class supervision and discussion of group assignments should be built into the schedule of classes in a way that reflects the weighting of assessment allocated to group work.
Staff should provide advice and support to students about the formation and conduct of groups and, in consultation with students, establish ground rules about:
- the selection of group members;
- the role(s) of group members and the responsibility of members to each other;
- the conduct of group meetings — frequency and timing and group contact outside of scheduled class times;
- feedback stages during the assignment period to report group progress and final outcomes; and
- assessing the real contribution of each member to the group project, (e.g. using individual process diaries, peer/external assessment of collaborative process and assignment content).
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7.9.1.3 |
Shared Group Mark
The group submits one assessment item and, where it is impossible to make a distinction, all group members receive the same mark.
The group submits one assessment item and a proportion of the mark is allocated to this combined assessment item, which is equally shared by the group members, and a proportion of the mark is also allocated for an individual’s group planning papers or an individual paper analysing the group process. |
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7.9.1.4 |
Group Contracts
A group assessment item may have a number of distinct components, in this instance group members develop a contract between themselves specifying the component for which they are responsible. In this instance marks may be awarded for each separate component or for the project as a whole with the group allocating, within the confines of the overall mark, individual marks on the basis of each members’ contribution. |
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7.9.1.5 |
Peer Assessment of Contributions
Criteria are established for the competencies students are expected to demonstrate within the group assessment item. The assessment item is marked in terms of these criteria and then within the confines of that mark the group members are asked to determine the relative contributions of each member and allocate individual marks.
Evaluation of the group process, is via discussions between teaching staff and students on the distribution of work among group members, the way members of the group interacted and the use of resources, on the basis of which the teaching staff allocate individual marks for the contributions of each member. |
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7.9.1.6 |
Individual Marks
Group-based activities may be set as assessment items for which each member of the group submits an individual assessment item, receiving separate and different marks. To assess individual’s contributions to group assessment, marks may also be assigned on the basis of a viva or a set of examination questions undertaken by the student on the content and process associated with the completed group assessment item. |
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7.9.2 |
Self Assessment
Self assessment may be used to develop in students the ability to think critically about their learning, to determine what criteria should be used in judging their work and to apply these objectively to their own work in order to facilitate their lifelong learning. Self assessment may be undertaken simply as a learning activity within the unit requirements.
Mechanisms which can be used include: |
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7.9.2.1 |
Self Marking
Students are provided with detailed model answers and commentaries for the purpose of comparing their own responses. In addition, a marking sheet is provided upon which students are asked to detail the differences between the model responses and their own and to award a mark. Teaching staff moderate the responses maintaining or modifying the marks awarded. |
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7.9.2.2 |
Class generated criteria for self assessment
Assessment criteria for an assessment item are generated and agreed by the class in discussion with the staff member. These criteria are used by each student to develop a critique of their own assessment item. Both the assessment item and the critique are provided to the staff member who marks the assignment and then compares that critique with the student's. Marks may be awarded for both the assignment and the critique. |
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7.9.3 |
Peer Assessment
Peer assessment may be used to develop in students the ability to work cooperatively, to be critical of others work and receive critical appraisals of their own work. Peer assessment may be undertaken simply as a learning activity within the unit requirements. |
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7.9.3.1 |
Peer Marking
The assessment item and the assessment criteria are discussed by the staff and students. There is an agreed understanding as to the learning outcomes required. Completed assessment items are randomly distributed to students who are required to complete a marking sheet identifying whether their peer had met the assessment criteria. These marks are moderated by the staff member and together with the peer marking sheets are returned with the assessment item.
The assessment item and the assessment criteria are discussed by the staff and students. There is an agreed understanding as to the learning outcomes required. Each student in a group (e.g. a tutorial group) is then required to complete an assessment sheet on each other students’ work (e.g. a tutorial presentation or display). These marks are collated and possibly moderated by the staff member to form an overall mark. The overall mark and peer marking sheets (anonymously) are provided to the student. |
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7.9.4 |
Assessment of Participation
Assessment of participation may be used to develop in students the orientation and ability to engage in, and contribute to, group learning processes such as those involved in tutorials, seminars, laboratories and workshops. A mechanism which can be used: |
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7.9.4.1 |
Marking participation
The learning objectives for the tutorials, seminars, laboratories and workshops are discussed by the staff and students. The Unit Coordinator/tutor provides the criteria by which participation will be judged, for example, task focus/level of engagement with task, quality of analysis of arguments, capacity to listen, responsiveness to feedback/criticism, risk-taking behaviour. The mark awarded for participation is accompanied by feedback on the criteria. |
| 8.1 |
Students have a right to |
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8.1.1 |
Be provided with advice on the following:
- The University policy on the use of non-discriminatory language.
- Formal procedures to be followed when a variation is sought from the assessment requirements for the unit on the basis of conscientious objection.
- How to request explanations of grades allocated for work completed during the standard teaching period, and of final grades and appeal procedures.
Units available in the flexible format will have this information automatically generated on the Unit page. |
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8.1.2 |
Clearly written unit learning objectives which are written as outcomes statements. |
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8.1.3 |
Assessment that measures achievement of the learning objectives specified for each unit. |
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8.1.4 |
Reasonable access to resources (e.g. library databases), which will support them in achieving the assessment. |
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8.1.5 |
Assessment methods that allow them to demonstrate the level of achievement in unit objectives. |
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8.1.6 |
Information regarding assessment (type, teacher expectations, marking criteria, assessment component percentage, other special features) at the beginning of each unit. |
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8.1.7 |
Be informed well in advance (specify) regarding assessment dates, or venue and any changes to assessment dates, or venue. |
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8.1.8 |
Fair assessment. |
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8.1.9 |
View and discuss assessment results with a member of teaching staff at previously advised specified times. |
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8.1.10 |
Receive results for assessment tasks conducted within a standard teaching period prior to final assessment tasks and within sufficient time to modify learning approaches if needed. |
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8.1.11 |
Appeal grades awarded through the specified, publicly available processes. |
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8.1.12 |
A range of assessment strategies capable of suiting a range of differing learning styles throughout their enrolled course. |
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8.1.13 |
Confidentiality of assessment grades. |
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8.1.14 |
Request a re-mark subject to the appropriate conditions and procedures. |
| 8.2 |
Students have the responsibility to |
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8.2.1 |
Seek all information available well before assessments are due – this may be available online, or in printed material specified for the course. |
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8.2.2 |
Submit assessed work by the due date and in the specified process. |
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8.2.3 |
Work in a manner that does not constitute misconduct, dishonesty or plagiarism. |
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8.2.4 |
Behave in a manner which does not interfere with other student’s rights. |
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8.2.5 |
Seek advice and feedback at times specified by the Unit Coordinator. |
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8.2.6 |
Not undertake spurious appeals or ambit claims over assessment grades. |
| 8.3 |
Teaching Staff have the right to |
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8.3.1 |
Determine the most appropriate method and frequency of assessment for their unit, providing it complies with the Assessment policy. |
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8.3.2 |
Specify times when they will be available for student consultation regarding assessment results and feedback. |
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8.3.3 |
Determine the academic standards specified in objectives and marking schedules. |
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8.3.4 |
Determine the learning objectives and the level of achievement required to successfully complete assessments tasks. |
| 8.4 |
Teaching Staff have the responsibility to |
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8.4.1 |
Comply with the Assessment policy. |
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8.4.2 |
Provide students with clear statements of assessment methods, due dates, assessment weighting and teacher expectations regarding standards and the process for requesting a re-mark prior to the commencement of the teaching. |
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8.4.3 |
Inform all enrolled students in writing if there is an unavoidable change in assessment or due date. This advice should be given as soon as practicable following the change and students should acknowledge receipt of that advice. |
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8.4.4 |
Provide appropriate strategies to assess whether a student has achieved the stated learning objectives. |
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8.4.5 |
Mark assessed work conducted within the designated teaching period within a time frame that allows students to modify learning strategies if necessary. |
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8.4.6 |
Mark work fairly. |
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8.4.7 |
Maintain confidentiality of students' submitted work and grades. |
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8.4.8 |
Have an understanding of assessment strategies used in other likely concurrently enrolled units. |
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8.4.9 |
Where a piece of work is assessed by multiple staff, inform such staff of outcomes needed, academic standards and coordinator expectations. |
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8.4.10 |
Where a piece of work is assessed by multiple staff, monitor and adjust marks if necessary to ensure equivalence of marking standards. |
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8.4.11 |
Provide grades and marks on assessed work. |
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8.4.12 |
Structure unit assessment and feedback so students obtain benefit from feedback on their performance. In short period or non-standard units this may require special attention. |
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8.4.13 |
Maintain clear records of student grades and outcomes and provide these to the appropriate University offices in the format and by the dates required. |
14. EXAMINATIONS HELD DURING THE FORMAL UNIVERSITY EXAMINATION PERIOD
| 14.1 |
General
These rules concerning examinations are applicable to undergraduate and postgraduate students. This section should be read in conjunction with Statute No. 20 Examinations, Statute 23 Student Discipline and the Assessment policy.
Murdoch University has a two week examination period at the end of each semester, during which all final examinations should normally be held. Responsibility for the organisation of examinations within the scheduled two week examination period lies with the Examinations Office. If requested by the Unit Coordinator trimester examinations are organised by the Examinations Office.
Students must obtain all their information on examinations from the Examinations Office. |
| 14.2 |
Definitions
| Assessment: |
The means by which progress or achievement in a unit is evaluated. This can include assessment methods such as assignments, examinations, project work, seminar papers and tutorial participation. |
| Examination Period: |
The formal examination period during which examinations are held at the end of each standard teaching period, with the examinations co-ordinated by the Examinations Office. |
| Callista: |
The University’s student records system. |
| Examination: |
An examination conducted by or within the University or an examination conducted by any other person or body prescribed by the statutes as a person or body authorised to conduct examinations for the University. |
| Examination Centre: |
An Examination Venue outside the Perth metropolitan area approved by the Examinations Office, where off-campus students who live more than a 70km radius from the Murdoch campus are directed to attend their exams. |
| Examinations Office: |
The office responsible for organization and administering of exams held in the official examination period at the end of each standard teaching period and the follow-up supplementary and deferred exams. |
| Examinations Officer: |
The officer responsible for administering the Examinations Office procedures. |
| Invigilator: |
Person who supervises an examination. |
| Off-Campus Student: |
Students enrolled in only external units in the standard teaching period. |
| On-Campus Student: |
Students enrolled in at least one internal unit in the standard teaching period. |
| Postgraduate Student: |
A student enrolled in a doctoral, masters or postgraduate certificate or diploma course. |
| Semester: |
Refers to the organisation of the teaching year. There are two semesters in each academic year. |
| Standard Teaching Period: |
Teaching conducted on a semester, trimester, summer term, winter term straddle year or full year basis. |
| Supervisor-in-Charge: |
Invigilator responsible for co-ordination and running of an Examination venue. |
| Trimester: |
Refers to the organisation of the teaching year in three 13-week trimesters. This is used by several postgraduate courses. |
| Undergraduate Student: |
A Student enrolled in a unit for a Bachelor's Degree or pre-University bridging/enabling course, certificate, graduate certificate, diploma or graduate diploma. |
| Unit Co-ordinator: |
Academic who is appointed Unit Co-ordinator in accordance with the relevant regulations. |
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| 14.3 |
Examinations Timetable |
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14.3.1 |
Semester examinations commence on the first Saturday of the examination period, and are held in two daily sessions commencing at 9.30am and 2.00pm. |
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14.3.2 |
Trimester examinations are held in the last week of the trimester or in the Examination Period and are held at the same time the relevant class was held, or another time as agreed between the Examinations Officer and the Unit Co-ordinator. |
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14.3.3 |
Examinations are of either two or three hour duration, preceded by a standard additional 10 minutes reading time at the start of the exam. |
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14.3.4 |
The timetable is released no later than 4 weeks prior to the examination period. |
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14.3.5 |
It is each student’s responsibility to know when and where their examination(s) are being held and to be at the designated venue on time. Examinations must be taken at the timetabled time, in the allocated room. |
| 14.4 |
Examination Attendance
On-campus students are required to sit all their exams on campus, whether enrolled internally or externally. |
| 14.5 |
Alternative Examination Arrangements
Alternative examination arrangements are any variation to the standard form of assessment (examinations and/or assignments) or conditions relating to the assessment that are put in place to accommodate a student’s disability or medical condition.
Students with a disability or medical condition who want to apply for Alternative Examination Arrangements should contact the Equity Office to discuss their needs. If the student is able to sit in the main examination venue, the invigilator(s) are notified.
Application for Alternative Examination Arrangements are determined and approved by the Equity Officer (Disabilities).
Students with serious contagious diseases are not allowed to sit examinations with other students. Students must advise the Examinations Officer upon diagnosis of any contagious disease if they will still be infectious during the examination period for appropriate arrangements to be made. In some circumstances the student will be required to apply for Deferred Assessment even if the student wants to sit the examination at the ordinary time. |
| 14.6 |
Examination Supervision
The coordination and running of the examination is the responsibility of the Supervisor in Charge of the venue. There are at least two supervisors per on-campus Examination Venue to ensure one is always present should the other be required to leave the venue. Supervisors are to follow the instructions of the Supervisor in Charge.
The Unit Coordinator or nominee is required to attend the first 10 minutes of the examination (reading time) and at their discretion may answer queries from the students about the paper. They should remain contactable for the remainder of the examination. |
| 14.7 |
Student Identification
For all examinations organised by the Examinations Office students are required to provide photographic identification at the examination venue.
Acceptable identification which must be shown at each examination is listed in the table below:
Students enrolled at |
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Accepted Card |
Murdoch University |
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Murdoch University Student Card, Driver's Licence, Passport |
Taylors College |
can also use |
Taylors College Card |
On-campus students without ID, cannot leave the Examination Venue until the end of the examination and must accompany the Supervisor-in-Charge to the Office of Central Student Administration, to have their identification verified by the Examinations Officer by receipt of suitable identification or by checking the student’s image on Callista.
Off - campus students must sign an attendance form. Off-campus students without ID may sit the exam as normal. The supervisor shall mark on the attendance sheet that they had no acceptable photo ID.
The examination paper will not be forwarded to the Unit Coordinator until the Examinations Officer is satisfied that the person who sat the examination is the person whose name appears on the examination paper.
If suitable ID cannot be provided to the Examinations Officer on the day of the examination it must be provided by the end of the examination period for examinations. For examinations held in the last two days of the examination period, the deadline is instead two working days after the examination.
The Examinations Officer shall advise the Unit Coordinator if suitable identification is not provided.
Where suitable ID is not provided the Unit Coordinator shall award zero marks to the student for that examination. |
| 14.8 |
Starting Times
Students are permitted to enter the examination room 5 minutes before the start time.
Examinations taken off-campus must be taken at the same time as the examination is being held at Murdoch University, Perth, Western Australia (Australian Western Standard time). Students must check local starting times with off-campus centres.
Examinations taken offshore in the same time zone as Murdoch University, Perth, Western Australia (Australian Western Standard time) must be taken at the same time as the examination is being held at Murdoch University. If it is impractical due to difference in the time zone, the Examinations Office must contact the Unit Co-ordinator to discuss alternative arrangements that will ensure the integrity of the examination is not compromised. Students must check local starting times with off-campus centres.
Where the exam is taken in a different time zone, the examination must also be taken at the Perth time (Australian Western Standard time) unless this is impractical and satisfactory arrangements can be made that do not compromise the integrity of the examination. |
| 14.9 |
Late Arrivals
If less than 30 minutes late students can sit the examination but will not be given any extra time. If more than 30 minutes late for an examination, the student will not be allowed to sit the exam. |
| 14.10 |
Examination Aids
All Examinations
The only items students can take into the examination room are writing materials (pens, pencils, eraser, ruler). Writing materials are not permitted to have any annotations relevant to the content of the unit. Students whose native language is not English may also take in an English/Foreign language print dictionary, providing it does not contain notes. (Students must contact the Examinations Office two weeks before the examination period, for approval to do this). All bags, textbooks and notes must be left outside or at the front of the room.
Where particular examinations state that candidates are allowed to bring and use specific aids, any candidate bringing items that exceed or contradict that statement will have such items either confiscated for the duration of the examination or, in marginal cases, handed in with their examination script(s). All instances will be reported to the Unit Coordinator.
Closed Book Examinations
No aids are permitted including calculators.
Open Book Examinations:
In addition to writing materials, students may take textbooks, notes, files, or a calculator into the examination room. Laptops, palm computers and other electronic devices are NOT permitted. Students enrolled internally will be advised during semester of any specific items or limits. Students enrolled externally will be notified with their External Examinations Advice. |
| 14.11 |
During Examinations
Students wishing to obtain the supervisor’s attention during the examination should raise their hand.
Smoking, food, drink and mobile phones are not permitted in examination rooms. If mobile phones are left in bags they must be turned off as a courtesy to other students.
Students are not allowed to leave the room during the first 30 minutes (after the initial 10minutes reading time) or the last 10 minutes of the examination.
A student who commences but is unable to complete an exam due to illness may apply for deferred assessment if less than two thirds of the exam duration has elapsed. |
| 14.12 |
Supplementary and Deferred Examinations
Only those students who have been officially notified that they have been approved for deferred or supplementary assessment, can sit for these examinations. Details of deferred and supplementary assessment are contained in the Assessment policy.
(See http://www.murdoch.edu.au/vco/secretariat/admin/codes/assess.html).Students are not allowed to leave the room during an examination held in the teaching period unless accompanied by a supervisor.
Unit Coordinators are required to make use of a different question bank for both supplementary and deferred examinations from the initial examination. |
| 14.13 |
External Examinations Advice
Off campus students are sent an Examinations Notice, which details the date and time of their examinations for external units.
If the student lives within 70 kilometres of a Centre the notice will advise the Centre at which the student is to sit their exams. Otherwise the notice will advise that the student is to nominate a supervisor.
Students who live outside a 70 kilometre radius of a Centre are responsible for nominating a suitable supervisor by the date advised in the notice. Nominated examination supervisors must hold a responsible public position such as (but not limited to) a Justice of the Peace, Police Officer, Minister of Religion or Teacher. These people cannot be a friend or family member.
Students enrolled internally, or who would normally sit examinations on campus, and are making arrangements to sit off-campus, are required to pay a fee, per examination. This should be paid in person or by credit card or cheque at the Cashier's office, prior to the examination period to ensure despatch of the paper. Students registered under the Elite Athlete or Defence Force student support programs are eligible to have such fees waived if they are required to sit an examination at an alternate location due to approved committments.
The University will pay the supervisor for examination supervision. Students should advise the nominated supervisor of the rates of pay which are available from the Examinations Office. If any other costs are incurred in the supervision (such as venue hire and administration fees) these will not be met by the University and are the student's responsibility.
Students who live outside the 70 kilometre radius from any Centre can nominate to attend a Centre rather than have their own supervisor, if this is more convenient.
Cheating in Examinations refer to University Policy on Dishonesty in Assessment and information in the handbook. |
15. EXAMINATION RULES FOR EXAMINATIONS NOT HELD IN THE FORMAL UNIVERSITY EXAMINATION PERIOD
| 15.1 |
Definitions
| Examination: |
An examination conducted by or within the University or an examination conducted by any other person or body prescribed by the statutes as a person or body authorised to conduct examinations for the University. |
| Invigilator: |
Person who supervises an examination. |
| Unit Co-ordinator: |
Academic who is appointed Unit Coordinator in accordance with the relevant regulations. |
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| 15.2 |
Examinations Timetable
Examinations that are conducted during the teaching period can be of any duration to a maximum of 3 hours, and are commonly of 50 minutes duration.
Examinations held during the teaching period are to be conducted during a scheduled teaching time, e.g. in a lecture slot or practical class.
Details of examinations held during a standard teaching period are to be provided to the student as part of the Unit Materials. |
| 15.3 |
Examination Attendance
On-campus students are required to sit all their exams on campus, whether enrolled internally or externally. |
| 15.4 |
Alternative Examination Arrangements
Alternative examination arrangements are any variation to the standard form of assessment (examinations and/or assignments) or conditions relating to the assessment that are put in place to accommodate a student’s disability or medical condition.
Students with a disability or medical condition who want to apply for Alternative Examination Arrangements for examinations held during the teaching period should contact the Unit Coordinator to discuss their needs.
Application for Alternative Examination Arrangements for examinations held during the teaching period are approved by the Unit Coordinator.
Students with serious contagious diseases are not allowed to sit examinations with other students. Students must advise the Unit Coordinator upon diagnosis of any contagious disease if they will still be infectious at the time of the examination. |
| 15.5 |
Examination Supervision
The coordination and running of the examination held during the teaching period is the responsibility of the Unit Coordinator. The Unit Coordinator should provide at least one invigilator who is present throughout the examination. This does not need to be the Unit Coordinator or a teacher in the unit, but does need to be an employee of the University. The ratio of invigilator to students is 1 to 100 students or part thereof and the cost for invigilator attendance is to be set against the unit and should be calculated in setting workloads or allocating part-time teaching budgets.
The Unit Coordinator is required to attend the first 10 minutes of the examination regardless of whether there is an allocated reading time, and at their discretion may answer queries from the students about the paper. They should remain contactable for the remainder of the examination. |
| 15.6 |
Student Identification
For all examinations organised within the teaching period, students are required to have photographic identification at the examination venue and make this available to the Unit Coordinator if requested.
Where suitable ID is requested but cannot be provided, the Unit Coordinator may award zero marks to the student for that examination. |
| 15.7 |
Starting Times
Students are permitted to enter the examination room 5 minutes before the start time. |
| 15.8 |
Late Arrivals & Early Departures
Students may sit an examination held during the teaching time providing they arrive no later than 15 minutes after the start time. Late arrivals will not be given any extra time to complete the exam.
Students are not allowed to leave the room during the first or last 30 minutes of the examination. |
| 15.9 |
Examination Aids All Examinations
The only items students can take into the examination room are writing materials (pens, pencils, eraser, ruler). Writing materials are not permitted to have any annotations relevant to the content of the unit. Students whose native language is not English may also take in an English/Foreign language print dictionary, providing it does not contain notes. (Students must contact the Unit Coordinator two weeks before the examination period, for approval to do this). All bags, textbooks and notes must be left outside or at the front of the room.
Where particular examinations state that candidates are allowed to bring and use specific aids, any candidate bringing items that exceed or contradict that statement will have such items either confiscated for the duration of the examination or, in marginal cases, handed in with their examination script(s). All instances will be reported to the Unit Coordinator.
Closed Book Examinations
No aids are permitted, including calculators.
Open Book Examinations:
In addition to writing materials, students may take textbooks, notes, files, or a calculator into the examination room. Laptops, palm computers and other electronic devices are NOT permitted. Students enrolled internally will be advised in writing (mail or email) during semester of any specific items or limits. Students enrolled externally will be notified with their External Examinations Advice. |
| 15.10 |
During Examinations
Students wishing to obtain the invigilator’s attention during the examination should raise their hand.
Smoking, food, drink and mobile phones are not permitted in examination rooms. If mobile phones are left in bags they must be turned off as a courtesy to other students. |
| 15.11 |
Supplementary and Deferred Examinations
Supplementary examinations are not permitted for examinations held during the teaching period. Should a student have a legitimate reason for being unable to complete the in-class exam, then it is incumbent on the Unit Coordinator to adjust the students’ overall grade in such a way that they are not disadvantaged by their inability to complete the in-class examination. Deferred examinations are at the discretion of the Unit Coordinator |
| 15.12 |
External Examinations Advice
As detailed in Section 14.13. Cheating in Examinations refer to University policy on Dishonesty in Assessment http://www.murdoch.edu.au/admin/policies/assessmentlinks.html#18 and information in the handbook.
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18. DISHONESTY IN ASSESSMENT
The Regulations regarding appeals are in the Murdoch University Handbook (University Handbook Section 1, Assessment and Academic Progress) http://handbook.murdoch.edu.au/study/assessment.html)
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18.1 |
The University regards most seriously any acts of dishonesty relating to assessment of University courses and research. Academic dishonesty refers to “cheating” which means any academic act that is dishonest or unfair. This includes plagiarism, unauthorised collaboration, examination misconduct, theft of other students’ work and misconduct in research. Acting unfairly or dishonestly in assessment is defined as misconduct under the Statute No. 23 Student Discipline.
Depending on the seriousness of the case, dishonesty in assessment can lead to a requirement to undertake additional work, failure in a unit or in a part of it, suspension from the University or even permanent expulsion from the University. (Attached is a schedule of penalties, and of aggravating and mitigating factors, which has been approved by Council.) The University regards any form of cheating as a serious matter of academic dishonesty which threatens the integrity of the assessment processes and awards of the University, to the detriment of all other students and graduates of the University. |
| 18.2 |
Plagiarism constitutes using the work of another without indicating by referencing (and by quotation marks when exact phrases or passages are borrowed) that the ideas expressed are not one’s own. Students can use the ideas and information from other authors, but this use must be acknowledged. It is also not acceptable to submit an assignment which is simply a paraphrasing of extracts from other authors: the work submitted must include some intellectual contribution of the student’s own. The Foundation units in particular assist students in identifying plagiarism, which may be an acceptable practice elsewhere, but is not acceptable within universities. |
| 18.3 |
Re submission of previously marked work — the submission of the same piece of work for assessment in two different units by the student author — is not acceptable practice if it is not acknowledged. |
| 18.4 |
Unauthorised collaboration (‘collusion’) constitutes joint effort between students, or students and others, in preparing material submitted for assessment, except where this has been approved by the Unit Coordinator. Students are encouraged to discuss matters covered in units, but when writing an assignment, computer program, laboratory report or other piece of assessed work, the recording and treatment of data and the expression of ideas and argument must be the student’s own. |
| 18.5 |
Misconduct in Research means fabrication, falsification or other practices that seriously deviate from those that are commonly accepted within the research community for proposing, conducting or reporting research. It includes the misleading ascription of authorship including the listing of authors without their permission, attributing work to others who have not in fact contributed to the research, and the lack of appropriate acknowledgement of the work of others, it does not include honest errors or honest differences in interpretation or judgment of data. (Adapted from Research and Development – Code of Conduct for Research – http://www.research.murdoch.edu.au/gdelines/policies/codeconres.html). |
| 18.6 |
In an attempt to prevent dishonesty occurring, all assessment work should be submitted and returned to students only under secure conditions (e.g. in tutorials, at an office or by mail), and not left for collection in public locations where persons other than the student could remove it without authority. |
| 18.7 |
All written work submitted by students for continuous assessment is required to have a cover sheet which includes a signed declaration ‘except where I have indicated, the work I am submitting in this assignment is my own work and has not been submitted for assessment in another unit’ or words to that effect. |
| 18.8 |
Staff are required to report all cases of suspected cheating to the Unit Coordinator. If the Coordinator believes cheating has taken place, this must be reported to the Faculty Dean before any penalty is imposed. Minor cases of plagiarism or collusion by students in their first year of enrolment may be dealt with by the Faculty Dean, on the basis that where a penalty is in accordance with the provisions of Statute No. 23 Student Discipline, this is reported to OCSA and a brief comment added to the computer record. |
| 18.9 |
Wherever action is taken against a student for dishonesty in assessment, the student must be advised and be given the opportunity to state his or her side of the story, in accordance with the provisions of the Statute No. 23 Student Discipline. |
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APPENDIX A - PENALTIES FOR DISHONESTY IN ASSESSMENT (pdf)
APPENDIX B - FRAMEWORK FOR EVALUATING EQUIVALENCE OF ASSESSMENT ACTIVITIES (pdf) |
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