Guideline

• explicit, fair, transparent, inclusive and consistent across the institution
• well managed and moderated at faculty level
• supported by resources that provide all staff with access to information and opportunities to increase their assessment literacy and their capability in the practice of assessment and feedback
• underpinned by a shared and explicit understanding of what is entailed in academic integrity in assessment and consistent application of the procedures and consequences of academic dishonesty
• supported by consistently applied policies and procedures to inform and manage requirements for students with disabilities and/or special consideration, in the case of illness and misadventure
• supported by appeal mechanisms that are widely publicised and consistently applied.

• assessment and feedback principles, values and procedures are adhered to
• assessment and feedback information, resources and procedures are available and publicised for both students and staff so that all are aware of their role in the assessment and learning processes
• there is a shared understanding of standards and expectations in regard to assessment of learning
• national and international standards occurs with relevant professional and academic discipline organisations and other relevant stakeholders
• assessment tasks are aligned with curriculum aims and objectives and the authentic intentions of the degree program
• a diverse range of assessment tasks are incorporated into each degree program in order to  provide opportunities for students to acquire and further develop the espoused Macquarie University Graduate Capabilities
• assessment task design and requirements are monitored in terms of authenticity and workload
• students receive formative assessments and feedback and gain adequate information in a timely fashion in order to learn from past activities and become effective in self assessment
• there is a consistent approach is adopted towards developing students’ understanding of integrity in academic practice
• there is a consistent interpretation of incidents of academic misconduct and a consistent application of the procedures and consequences for academic honesty
• grading criteria and standards are applied accurately, fairly and consistently
• examinations are managed according to the accepted policy and procedures
• accurate records of student performances are kept and maintained for the mandated period
• all examination papers, scripts, records and academic judgments are stored and managed efficiently and securely and kept for the mandated period 
• only the student number is disclosed in any public reporting of results (not the student identity) except where the student has given consent or through graduation.

• mechanisms and procedures to facilitate the implementation of the Assessment Policy
• sound connections with related professional and accrediting bodies and employer groups to establish a clear and shared understanding of the standards of achievement implied in graduates’ credentials they receive from the University.

• be focused on learning rather than merely the achievement of grades
• make the effort to be informed of the rules and requirements for progression in their degree program
• be aware of, and abide by, the assessment policies including academic honesty and the consequences for acts of dishonesty that include cheating, collusion, plagiarism and fraud
• seek assistance from the department, faculty and/or institution if they so require it
• behave ethically and responsibly in their conduct of assessment tasks
• use assessment to engage in critical self evaluation in terms of their progress towards the espoused learning expectations
• submit work on time that is their own except when shared ownership is part of the task
• provide notification as soon as possible if difficulties arise with timing, online access, availability of resources or other requirements of the task
• provide notification as soon as possible if difficulties arise in terms of substantial absences and submission of a Special Consideration application with the appropriate medical and/or other certificates
• utilise the mechanisms for appeal if the need arises.

Academic staff should:

• be familiar with University and faculty requirements for best practice in assessment design, communication, grading and feedback
• ensure that all assessment design and practice is congruent with the objectives of the related unit of study and degree program and will facilitate the development of Macquarie University Graduate Capabilities
• communicate assessment expectations clearly and in a timely fashion to students to enable them to be well informed and gain access to required resources
• assess assumptions of students’ entering knowledge, skills and capabilities, including their access to technology and skills to use it
• ensure students are familiar with the requirements for academic integrity in the discipline
• review and give timely and useful detailed feedback on work submitted
• keep and maintain adequate paper-based or electronic records of student achievement for the mandated period
• ensure records and reports on student learning are based only on relevant evidence
• maintain confidentiality regarding student results, disclosing them only to those with a legitimate right of access
• critically review assessment activities in order to anticipate any negative unintended consequences
• evaluate their own performance as an assessor against the principles, values and practices outlined in this guideline and seek peer feedback
• seek external expert moderation of assessment design and grading practices to gain feedback on the academic and disciplinary standards they entail
• ensure any potential or actual conflict of interest in relation to assessment is resolved in line with the Staff Code of Conduct.

STUDENTS
Students play a pivotal part of the learning process. They need to understand the systems, rules and expectations for academic honesty in all matters to do with assessment products and performances.

• be informed about all aspects of assessment policy and practices in each unit of study including criteria, standards and procedures to be met and penalties for breaches
• experience the consistent application of policies, procedures and penalties
• experience the timely return of results with feedback to enable improved performance
• receive information that allows them to calibrate their own performance against the expected performance standards
• review their examination scripts and other forms of summative assessment (except in the case of reuse) for the duration of the mandated script retention period
• have access to their student file and other documents related to their assessment
• be informed of the mechanisms for appeal
• where necessary and with the necessary evidence, use the University’s appeal policy and procedures to appeal against an academic decision.
  

• are aware that the major objective of assessment is to aid learning rather than the achievement of grades
• are informed of the rules and requirements for progression in the degree program, ensuring that they are fully aware of the advice implications of discontinuation or withdrawal from a unit of study
• are aware of, and abide by, the assessment policies including academic honesty and the consequences for acts of dishonesty that include cheating, collusion, plagiarism and fraud
• are aware of the means for seeking assistance in the department, faculty and institution
• act ethically and responsibly in their behaviour and conduct of assessment tasks and avoid any action that would unfairly disadvantage or advantage another student
• use assessment to engage in critical self evaluation in terms of their progress towards the espoused learning expectations
• submit work on time, ensuring that it is their own except when shared ownership is part of the task
• notify staff as soon as possible if difficulties arise with timing, online access, availability of resources  or other requirements of the task
• notify staff as soon as possible if difficulties arise in terms of substantial absences and submit an application for Special Consideration with the appropriate medical and/or other certificates
• are aware of mechanisms for appeal.

• have access to information that will provide a clear explanation of the procedure and standards used to assess students capabilities
• have their opinion respected in University contexts related to discussion of desirable graduate capabilities
• be included in peer to peer negotiations with related University academic areas in any process used to identify desirable graduate capabilities and in articulating the standards against which student performances are judged
• have an assurance of the accuracy, consistency and representativeness regarding student achievement contained in documentation produced by the University and released to them by students and graduates
• experience some measure of mutual benefit when they provide opportunities for students to work in their organisations in order to learn.

• recognise and respect the pedagogical dimension of disciplinary expertise held by academic staff, namely how a particular subject area is learned
• contribute to the University process for developing shared comprehensive and validated conceptions of desirable graduate capabilities and how they are recognised in the workplace, profession and/or community
• provide opportunities for students to carry out some part of their University study program in real world contexts as learners, not just observers or unpaid workers
• provide meaningful feedback to assist students to improve their performance when they are placed and assessed in their respective organisations.