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Principles and Guidelines on Student Assessment

Document: GL002: CPEE Principles and Guidelines on Student Assessment

Date of Approval: Thursday, 12 February 2015
Date of Implementation: Thursday, 12 February 2015

Assessment enables students to demonstrate their achievement of forms of learning described in the learning outcomes. It should contribute to the development of graduate attributes and professional standards and judge student performance against explicit and relevant criteria. The following 2 types of assessment are used to determine students’ achievement of learning outcomes.

  1. Formative assessment that provides feedback to the student during their learning experience;
  2. Summative assessment that focusses on the outcomes of student learning and involves the evaluation of the final outcomes of the learning experience.

CPEE Assessment Principles

The following principles focus on the key role assessment plays in student learning at CPEE.

1. Information

Information about assessment must be readily available to students and be clear, accurate, and consistent. Assessment criteria will include sufficient detail to explain clearly to the student what is required.

2. Timeliness of Feedback

Assessment feedback must be timely. An early assessment task must be included so that students can be provided with timely feedback that directs their learning. There must be at least one assessable task completed in the first third of the Unit. The last assessment task must be completed (assessed and returned) by the last week of the Unit.

3. Learning Outcomes

Assessment must be aligned to the intended Unit learning outcomes. It must be supported by appropriate teaching and learning activities. Assessments within a unit will be appraised on the basis of performance criteria defined and communicated to students in advance. Learning outcomes must be clearly stated, demonstrable, achievable and measurable.

4. Reflects Discipline and Industry Norms

Assessment should assist students to develop professional practice and promote a positive attitude to future learning. This demands the use of authentic assessment tasks, within industry contexts relevant to students’ current and future work practice.

5. Fairness

The purpose, requirements, standards and marking criteria for all assessment must be clearly articulated to students. The amount and timing of assessment must be manageable and practical. Validity and reliability will be enhanced by moderation procedures.

6. Variety

Assessment within a Unit should be based on multiple and diverse tasks appropriately weighted and spread across the study period. Units must use more than one form of assessment and there should never be a single mode of assessment only (such as examination).

7. Amount of Assessment

The amount and scheduling of assessed work required must be designed to avoid overloading. There will be broad consistency of expected workload across Units. Assessments will be spread across the study period to manage workload and provision of feedback. There must be no more than 4 assessable tasks during the semester, which must include any exam. Regular online quizzes may be categorised as a single task.

8. Weighting of Assessment Tasks

A final examination or major design must not be worth more than 50% of the Unit mark. Consideration should be given with respect to the use of small assessment tasks to ensure that the effort involved is commensurate with the marks awarded to that task. No assessment task shall be worth less than 10%.

9. Reuse

Assessments tasks should be changed for each Unit offer to ensure no unfair advantage is provided to successive students.

10. Hurdle

The only hurdle permitted within Units is that Students must gain a 40% minimum in any final examination or major design task.