The following information has been provided to assist you with your studies and to help avoid common problems and mistakes that you may encounter. It consists of general tips and advise that are common to all CPEE's distance education programs and have been included based on over 10+ years experience in running the program. Please remember that in most instances a little common sense goes a long way.
Posting your assignments
Assessment of Distance Learning Assignments & Examinations
Examinations
Academic Results
Managing your study
Plagiarism
AQF Guidelines
Posting your assignments
Assignments for CPEE specialist units (600/650 - 614/664) should be posted direct to
CPEE
Level 2, 5 Wellington Street
KEW VIC 3101
Australia
It is suggested that you use a trusted, secure and reliable form of mailing service. Within Australia we recommend that you use Australia posts express post service as it provides overnight delivery from most capital cities and is easily traceable through the Australia Post system.
International students are recommended to use their local international courier service that provides a tracking service.
If you are unsure as to which service you should use, please contact CPEE and we will put you in contact with an appropriate service.
If you are studying a Chifley Business School MBA unit as part of a CPEE program please refer to Chifley Business Schools procedures for submission of assignments.
ASSESSMENT OF DISTANCE LEARNING ASSIGNMENTS AND EXAMINATIONS
Specific information about how you will be assessed and the assessment tasks are in the unit module. Please check these requirements before you begin working on assessment tasks.
All CPEE units are assessed via written assignment(s) and an examination; the weighting for each varies between units. The unit aims and topic learning outcomes provide specific criteria against which you will be assessed. Use these to guide your study, assignment submissions and exam preparation.
Assignment and examination questions include explicit assessment criteria, issues to be addressed and special structure and format requirements. Ensure to read assessment instructions carefully. Below are some broad guidelines about assignments.
Good answers will:
- show evidence of planning and effort, reading and understanding
- attempt to evaluate material, indicating the criteria by which a judgement is made and providing evidence to support the judgement
- attempt to bring together knowledge acquired from different sources
- attempt to produce theories relevant to the assignment topic or question
- cover the topic in full and perhaps even explore the fringes of the question
- be relevant and accurate.
Adequate answers may:
- go beyond a simple listing of concepts
- attempt to analyse the source material
- show some evidence that the student is able to apply the unit concepts
- contain no irrelevant content and very little inaccuracy.
Poor answers may:
- be in the form of a string of unrelated issues or concepts
- reproduce substantial sections of textbooks, study guide notes, etc., but without evident structure or particular significance
- reveal little understanding of the problem set
- not attempt to analyse or produce a coherent argument
- be substantially under the word limit
- not attempt to answer the question or contain irrelevant material.
Although your answers to examination questions will be briefer and will not have all the formal supporting documentation that you would provide in an assignment, the criteria listed above still applies.
(The above statement is from the Chifley Business School website and applies to the Chifley units in CPEE courses. Note that the descriptions of “good”, “adequate” and “poor” answers (apart from item referring to a word limit) also apply to the CPEE units.)
Examinations
Student are required to sit an examination at the end of each study period.
- Student will select a suitable exam location from the list provided with the enrolment form at the begining of the study period.
- Confirmations will be issued
- Venue & supervisor will be aranged by the University
Academic Resu lts
Academic results are issued in late July for Study Period 1, and mid December for Study Period 2. Students are always keen to receive their exam results, and the CPEE Staff attempt to provide these quickly. On completion of the initial marking of examinations, a number of procedures are followed before results are available for distribution. These procedures are imperative to ensure the accuracy of results for all students, fair and appropriate moderation and the integrity of the program. Results will be sent via email to each student.
PROCEDURE FOR PROCESSING ACADEMIC RESULTS
- Data entry marks are double checked for accuracy.
- Student attendance is double checked against exam roll.
- All marginal and fail grades are automatically reviewed.
- All requests for special consideration are considered.
- Late assignment applications are considered.
- An Examiners Committee assesses and approves examination results
Key to Results
|
Grading scheme 2008 |
|
High distinction |
HD |
80–100% |
|
Distinction |
DI |
70–79% |
|
Credit |
CR |
60–69% |
|
Pass |
P |
50–59% |
|
Graded to pass only |
PX |
|
|
Fail |
N |
0–49% |
|
Credit granted |
E |
|
|
Exemption granted |
EX |
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|
Did not sit examination |
DNS |
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Withdrawal |
WD |
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Grade Descriptions:
As a guide for examiners and students:
Fail:
The student’s performance fails to satisfy the learning requirements specified and/or has failed to address the assessment requirements correctly.
Pass:
The student has addressed the assessment correctly and the performance satisfies all of the basic learning requirements specified and provides some basic level of understanding of the subject matter. The student’s performance could be described as satisfactory, adequate or competent.
Credit:
The student has addressed the assessment requirements correctly and the performance, in addition to satisfying all of the basic learning requirements specified, demonstrates a level of insight and ability in researching, analysing, and applying relevant skills and concepts. The student’s performance could be described as better than satisfactory, adequate or competent but not outstanding.
Distinction:
The student has addressed the assessment requirements correctly and the performance, in addition to satisfying the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant concepts. The performance also shows a well-developed ability to integrate and evaluate knowledge. The student’s performance could be described as distinguished; there is clear demonstration of some additional reading and research, of the ability to apply knowledge more creatively to a wider range of situations, and of a greater depth of knowledge.
High Distinction:
The student has addressed the assessment requirements correctly and the performance, in addition to satisfying the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant concepts. The student’s performance could be described as outstanding; there is a clear demonstration of having undertaken additional reading and research, of have a high level of ability to apply knowledge more creatively and to a wider range of situations, and of an excellent level of knowledge.
Managing Your Study
For those who haven’t studied by distance before it may take some time to adjust to this mode of learning. Feedback from students who have completed CPEE units suggests that the key to success involves preparing a realistic schedule and keeping to it. You will find a study schedule included in each units study module and this may be a suitable starting point. Remember to factor in work, personal and other study commitments when planning your study schedule.
Setting yourself study goals will not only help to keep things on track but will also provide you with on going motivation throughout out the study period as you meet each goal.
Studying via distance does not mean that you need to work in isolation. CPEE provides a Unit Chair for each unit who is contactable throughout out the study period for advise, feedback and motivation. CPEE can also be contacted at any time for any matters, concerns or questions that may arise.
Make use of all available resources on offer. Resources in your area such as the company or local library may provide you with additional readings to help in your study. Online resources such as those listed in the "Library " section of this site offer a wealth of information and contacts that in most cases are available free of charge.
Plagiarism
To ensure you are not guilty of plagiarism, you must give credit whenever you use another person's ideas, opinions or theory including any statistics, graphs or images that have been compiled or created by another person or organisation paraphrase another's written or spoken word. When quoting from other sources, you should clearly highlight any secondary source material you have included in your text apply the correct conventions of referencing and acknowledgment—citing the source, author, title, date, page numbers, publisher and the full URL, including date accessed, in the case of material you have taken from the Internet. The Internet has made easily reproducible electronic resources freely available. However, if you include such secondary sources in your assignment, proper acknowledgement of the source of these materials (URL and date accessed) must be included.
You are provided with assignment attachment sheets at the beginning of the study period that require you to sign a declaration stating that the work submitted is entirely your own. Failure to sign this declaration will result in the assignment being returned unmarked.
AQF Guidelines
The following link to the Australian Qualification Framework (AQF) Implementation Handbook 4th Edition 2007 provides guidelines for the Graduate Certificate in Pavement Technology (pages 53-54) and the Master of Technology and Engineering in Pavements (pages 69-70)
http://www.aqf.edu.au/implem.htm
Students should note in particular sections 3.2 in both guidelines which refer to characteristics and learning outcomes at each level.
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