The three key objectives for quality in student assessment in higher education23 are to:
- guide and encourage effective approaches to learning;
- validly and reliably measure expected learning outcomes, in particular the higher-order learning that characterises higher education; and
- define and protect academic standards.
The following general principles underpin the Assessment Policy and Procedures:
(i) Assessment should be an aid to successful learning and should encourage students to apply their knowledge and skills in an analytical and critical manner;
(ii) Modes of assessment should be specifically linked to the learning outcomes of a unit and course;
(iii) Assessment requirements should be based on pre-determined and clearly articulated criteria that describe standards of knowledge, skills, competencies and/or capabilities;
(iv) Students should receive feedback on their work in a timely manner that assists them to monitor their progress towards the achievement of specified learning outcomes and to improve the quality of their work;
(v)Assessment should be inclusive and equitable for all students;
(vi)Assessment should be valid and reliable;
(vii)Students and staff should act in accordance with the Academic Regulations, the Academic Honesty Policy and the Assessment Policy and Procedures;
(viii)Assessment should enable the University to certify that the grade awarded corresponds to the student’s performance and that the student has met unit and course requirements;
(ix)Assessment should involve reasonable workloads for both staff and students commensurate with the credit points allocated to a unit and the nature of the discipline. The requirements of each individual assessment task in a unit should also be commensurate with the proportion of marks allocated to that task;
(x)Consistent with ACU National’s Mission as a Catholic university, assessment processes and procedures should conform to the highest ethical and moral standards; and
(xi)ACU National regards assessment as a confidential matter.24 No person involved in the process should divulge to any unauthorised person any information related to an individual student’s assessment or grades.
23 James, R., McInnis, C. & Devlin, M. (2002). Assessing Learning in Australian Universities. Parkville:Centre for the Study of Higher Education
The University of Melbourne for the Australian Universities Teaching Committee [refer www.cshe.unimelb.edu.au/assessinglearning]
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Page last updated:
2017-06-29
Short url: https://handbook.acu.edu.au/53872