ºÚÁÏÍø´óʼÇ

Contents

This procedure is supported by the following instructions:

• Assessment Allowances InstructionsÌý
• Competency-Based AssessmentÌý
• Educational Adjustments InstructionsÌý
• Exam Administration and Assurance InstructionsÌý
• Programmatic Assessment

Ìý

Assessment design and quality assurance

1. Designing assessment tasks

1.1.Ìý Ìý Ìý Ìý Ìý Ìý An assessment task is an activity relating to any type of assessment that requires a student to demonstrate their learning towards a learning outcome.

1.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An assessment task will align with at least one program learning outcome (PLO) or specialisation learning outcome (SLO) except:

• for an elective course, general education course or short course with credit that does not sit in a program or specialisation
• where a course is part of multiple programs and the assessment task cannot be aligned to common PLOs or SLOs from the range of programs, in which case the assessment task will align directly with at least one graduate capability.

1.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An assessment task will align with at least one course learning outcome (CLO).

1.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A PLO and SLO will be demonstrated by a student using secure assessments.

1.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The types of secure assessment for ensuring that a student has authentically achieved their learning outcomes include:

• invigilated exams
• oral assessments between an assessor and a student (viva voce)
• assessments observed by an assessor in a classroom or other fixed setting, such as lab work, skills demonstrations, presentations, performances, class participation, simulations, placements and internships.

1.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Non-secure assessment cannot be used for summative assessment.

1.7.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A group assessment task is an assessment task completed collaboratively by a group of students that will:

• include assessing learning outcomes related to collaborative learning or team skills, except where a complex or real-world assessment task benefits from a group-based approach even if collaborative learning or team skills are not explicit learning outcomes
• allow all students in the group to fairly and inclusively contribute to the task
• ensure each student in the group receives a mark or grade that reflects their contribution
• include assessment of the group work process, such as instructor observations, self and peer assessment or graded reflection, where relevant to the learning outcomes Ìý
• have a maximum weighting of 30% toward a course result.

1.8.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The course outline will state whether or not artificial intelligence can be used in an assessment task.

1.9.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The timing of an assessment task will take into account when the course material for the skills and knowledge being assessed becomes available to the student to ensure students can sufficiently prepare for completing the assessment.

1.10.ÌýÌýÌýÌýÌýÌýÌýÌý An assessment task will be designed to allow feedback to be provided to a student to support their continuous learning and development, taking into account teaching workloads and timing of assessment tasks.

1.11.ÌýÌýÌýÌýÌýÌýÌýÌý The weighting of an assessment task toward a course result will be in line with:

• clause 1.7 (maximum weighting for a group assessment task)
• clause 3.4 (maximum weighting for an assessment task)
• clause 3.6 (assessment task workload)
• clause 10.1 (minimum weighting for an exam)
• clause 11.4 (scheduling an exam).

1.12.ÌýÌýÌýÌýÌýÌýÌýÌý An assessment task can be competency-based in line with:

• clause 15.2 (grading bases)
• Competency-Based Assessment

1.13.ÌýÌýÌýÌýÌýÌýÌýÌý Where a student can choose from a list of different assessment tasks, each option will:

• assess the same learning outcomes at the same level of complexity
• require the same amount of effort and time for students to complete the task.

1.14.ÌýÌýÌýÌýÌýÌýÌýÌý A digital assessment task will be submitted using an approved ºÚÁÏÍø´óÊÂ¼Ç educational technology system in line with the Information Governance Policy

1.15.ÌýÌýÌýÌýÌýÌýÌýÌý An assessment task can only be reused if no student receives an unfair advantage from having any knowledge of the content of the original assessment task.

1.16.ÌýÌýÌýÌýÌýÌýÌýÌý Faculties will review and report on the quality of assessment and feedback as part of an academic program review in line with the Academic Offerings Monitoring and Review Procedure.

2. Program-level approaches to assessment

2.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Assessment will be designed across courses in a program or specialisation (including major or minor) to assure a student’s progress in developing and learning towards PLOs, SLOs and graduate capabilities.

2.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Courses in a program or specialisation will have a variety of assessment types to support student learning, meet diverse learning styles and ensure that assessments are fit for purpose in assuring the range of learning outcomes. Assessment can differ by:

• formats and modes
• real-world or professionally-centred assessment tasks
• assessing discipline-specific knowledge, discipline-specific skills and generic skills
• a range of summative assessment and formative assessment
• differing assessment workloads
• integrating knowledge and skills learnt in multiple courses to demonstrate PLOs, SLOs and graduate capabilities, such as using stage-gate or capstone assessments. Such assessments can lower the need to secure other assessments.

2.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý There will be no duplicated assessment tasks across a program or specialisation that assess the same learning outcomes at the same level of complexity and in the same format, except where:

• the duplicated assessment tasks are justified from an educational perspective, or
• it is required by an accreditation body or organisation.

3. Assessment workload

3.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student will only be assessed to the extent necessary to assure they have achieved a learning outcome.

3.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A series of smaller assessment tasks can be combined into an overall assessment as either:

• a nested assessment, where assessment tasks are layered or interconnected, such that the outcome of one assessment informs or builds upon the next e.g. smaller assignments with different tasks that build on each other and contribute to a final project, or
• a progressive assessment, where a student’s learning is tracked throughout a course by providing them with opportunities to demonstrate their knowledge and skills e.g. weekly practical tasks.

3.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A summative nested assessment and a summative progressive assessment will each be considered as one summative assessment task, with careful consideration of total assessment workload in line with clause 3.5. For example:

• a weekly quiz will be considered as one summative assessment task
• a fortnightly lab will be considered as one summative assessment task.

3.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The maximum weighting for an assessment task toward a course result is 60%, except for:

• assessment tasks that must meet the assessment requirements of an accreditation body or Work Health and Safety
• assessment tasks that are a research project or thesis
• assessment tasks in courses that use only competency-based assessment.

3.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Assessments in a course will either:

• be no more than 20% of the total hours required for a student to complete the course (in line with the expected workload for units of credit in the Program Design Procedure), not including any assessment tasks completed during class time, or
• have a maximum of three summative assessment tasks, including any exams and including a maximum of two series of smaller assessment tasks in line with clause 3.2.

3.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student’s workload for each assessment task in a course will be informed by its weighting, so that the effort required for each assessment task is comparable with its contribution to the course result. This does not apply toÌýcompetency-based assessment.

3.7.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý At least 30% of the course result will be derived from assessment tasks with a completion date or submission due date before the last week of the teaching period.

3.8.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Clauses 3.5 – 3.7 do not apply to:

• assessments in the workplace, such as work integrated learning, placements and internships
• a course that is mainly assessed by a research project or thesis.

4. Assessment equity and inclusion

4.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An assessment task will be accessible and inclusive in line with the Equity, Diversity and Inclusion Policy.

4.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Practices will be in place to remove any bias or minimise variable judgements that an assessor may make when assessing a student’s performance, such as:

• using standards-based assessment
• moderating the marking process.

4.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An assessment task will be adjusted to align with a student's learning plan.

5. Storing assessments

5.1. Assessment products, including exam scripts, will be:

• kept by the faculty for at least 6 months, unless returned to a student
• managed securely in line with the Information Governance Policy.

Assessment communication and feedback

6.ÌýÌýÌý Communicating assessment expectations to students

6.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The course outline will include the following for each assessment task:

• purpose
• learning outcomes
• allowed use of AI
• weighting toward the course result
• timing for when the assessment task is due for submission and its submission instructions, or when the assessment task will be held
• timing, frequency and type of feedback
• whether it is a hurdle task
• whether a short extension is available
• whether a supplementary assessment is available.

6.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Further to clause 6.1, each assessment task will include:

• instructions for completing the assessment task
• what a student is expected to demonstrate.

6.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An assessment rubric, stating clearly all the assessment criteria against which an assessment task will be marked, will be used in clause 6.2 except for where answers are objectively right or wrong, such as multiple choice questions. Accurate examples may be provided.

6.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The course outline containing the information in clause 6.1 will be published for students at least one week before the start of the teaching period.

6.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The information in clauses 6.2 and 6.3 will be published online for students before the assessment task becomes available to the student, except for short courses with credit that have no online delivery.

7.ÌýÌýÌý Quality of assessment feedback

7.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An assessment task will support a student’s learning by providing feedback that is constructive and actionable. The feedback provided must go beyond simply justifying marks and will:

• identify strengths
• identify weaknesses
• identify areas for improvement and provide guidance on how to improve.

7.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The assessor of an assessment task, including for an exam, will provide feedback that:

• will be specific to each student at least once in a course at a time when the feedback will be most actionable for the student’s learning or for applying to future assessment tasks
• may be collective feedback for the cohort where specific feedback to each student is not feasible.

7.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The course outline will state the timing, frequency and type of feedback a student can expect for every assessment task, such as:

• the date or number of working days a student can expect to receive feedback for their assessment task
• how often a student will receive feedback for their nested assessment
• a student receiving formative feedback prior to submission to help improve their work, summative feedback after grading, or a combination of both, for their assessment task
• a student receiving verbal or written feedback for their assessment task.

7.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A Course Authority will inform all assessors in the course on what is expected in providing feedback, to ensure that feedback is consistent and comparable across assessors.

7.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A Course Authority will implement a moderation or review process for each assessment task to ensure that all assessors provide every student with feedback in line with clauses 7.1 – 7.3.

7.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A Course Authority will provide feedback to each assessor as required after the moderation or review to support ongoing development of their feedback practices.

8.ÌýÌýÌý Timing of assessment feedback

8.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Assessment tasks that are aligned with each other within a course will be sequenced to give a student the opportunity to reflect and act on the feedback provided to them before submitting their next assessment task.

8.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Before the census date in a course, a student will have an assessment or activity that provides formative feedback on their progress and identifies any need for additional support, in line with the Support for Students Policy.

8.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An assessment task completed during the teaching period will be assessed and will have feedback provided to the student in line with clause 7.2:

• with an assessment task result, which may be provisional
• within 10 working days of submission or with enough time for the student to consider and apply the feedback for the next assessment task, whichever date comes first.

8.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The timing for providing assessment feedback to a student in clause 8.3 does not apply to a course’s final assessment task.

8.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An assessment task, except for an exam, will provide students with an opportunity to seek feedback on progress before the midpoint of the duration of the task where:

• its weighting is more than 50% toward the course result, or
• it is a progressive assessment task, such as workplace-based assessment, lab-based assessment, class participation or weekly quizzes.

9.ÌýÌýÌý Student engagement with assessment feedback

9.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý For each assessment task, an instructor will guide students on how to interpret and act on the feedback provided by assessors. An instructor will respond to any questions a student may have.

9.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Where a student does not have access to their final exam once it has been submitted and marked, the student can have the opportunity to access their exam:

• if they request it for placing feedback into context
• in the presence of their instructor or another staff member
• by following the process for access as determined by their faculty.

9.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student will not retain their access to their exam once they have reviewed it.

Exams

10.ÌýÌýÌý OverviewÌý

10.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An exam is an assessment task that:

• is primarily summative in nature
• has a weighting of at least 20% toward a course result
• assesses a broad range of learning outcomes
• is a timed assessment
• is held under controlled or invigilated conditions.

10.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An assessment task, such as a test or a quiz, will be considered as an exam for the purpose of this policy where it meets all of the criteria in clause 10.1.

10.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An exam can be:

• on campus (including online) and supervised by a staff member (on-campus invigilated exam)
• online, remote and supervised by a staff member remotely (online invigilated exam)
• online, remote and not supervised by a staff member (online non-secure exam).

10.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An invigilated exam will only be held:

• where a secure form of assessment is needed and an invigilated exam is the best option to assure a student has achieved the learning outcomes
• where a high-value assessment is needed at key points across a program or specialisation, such as assessing students at stages of their foundational knowledge or application.

10.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The Program Authority and the faculty’s Associate Dean Education or Deputy Dean Education will assure the educational need and justification for an invigilated exam.

10.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The Pro Vice-Chancellor Education can review the invigilated final exams that are requested by faculties and determine if they will be approved.

10.7.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An exam will be adjusted to align with a student's learning plan.

10.8.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Further details on the administration of centrally and locally managed exams are available in Exam Administration and Assurance Instructions.

11.ÌýÌýÌý Scheduling examsÌý

11.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An exam can be scheduled during:

• mid-term
• mid-semester
• the final week of the teaching period
• the published exam period at the end of a teaching period (final exam)
• the published supplementary exam period after the exam period for final exams (supplementary exam).

11.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Clause 11.1 does not apply to a take-home exam.

11.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Unless it is required by an accreditation body, an exam cannot be scheduled:

• before the census date
• during study period, study recess or flexibility week
• on a date that is outside teaching, exam or supplementary exam periods.

11.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý ºÚÁÏÍø´óÊÂ¼Ç will not schedule an exam in the final week of the teaching period.

12.ÌýÌýÌý Online exams

12.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An online exam will be held on systems in line with clause 1.14.

12.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student is responsible for submitting the online exam on time, including uploading any required files.

12.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý ºÚÁÏÍø´óÊÂ¼Ç will not accept late submission of an online exam, except where a student reports a technical issue as follows:

• for an on-campus invigilated exam, the student will alert the exam supervisor
• for an online invigilated exam or online non-secure exam, the student will report the technical issue in line with clauses 12.4 – 12.6.

Technical issues for an online invigilated exam or online non-secure exam

12.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student who is unable to submit an online exam on time due to technical issues must obtain evidence in line with clause 2.9 of the Assessment Allowances Instructions.

12.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The student must report the technical issue during the online exam or immediately afterwards by using the contact details provided in their exam instructions.

12.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The student must apply for special consideration straight after the online exam and provide the evidence from clause 12.4.

13.ÌýÌýÌý Final exams and supplementary exams

13.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A supplementary exam is an alternative assessment.

13.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Clauses 13.3 – 13.7 apply to final exams and supplementary exams.

13.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student will usually have no more than two exams scheduled on the same day. A student may request an alternative exam if they have more than two exams scheduled on the same day.

13.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý If an exam is not held as scheduled because of unforeseen circumstances, then the exam will be rescheduled within the exam period where possible.

13.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student will be advised in of the date, time and venue of their exams that are in ºÚÁÏÍø´óʼǒs central exam timetable after the date the final exam timetable is released.

13.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý ºÚÁÏÍø´óʼǒs central exam timetable will contain any specific requirements needed for the final exam, such as equipment or resources. An instructor will familiarise students with these requirements before the exam.

13.7.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Staff who support exams and students who have exams will ensure they are available during the exam period.

14.ÌýÌýÌý Alternative exams

14.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý ºÚÁÏÍø´óÊÂ¼Ç can change the schedule and format of an exam (alternative exam) for a student in line with clauses 14.2 and 14.3 by providing:

• the same exam at a different time
• the same exam in a different format
• a different exam that is similar in content and standard.

14.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The Examinations team will contact a student with details of any alternative exams where the student has:

• a learning plan with educational adjustments
• more than 2 final exams scheduled on the same day
• two exams scheduled at the same time.

14.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student can request an alternative exam through the special consideration process where they:

• have a religious faith that does not allow them to do the exam when it has been scheduled
• are in the Elite Athletes, Performers and Leaders Support Program and have sporting or performance commitments that conflict with the exam’s schedule.

Extra supervision

14.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student will be supervised if the alternative exam provided to them is:

• an on-campus invigilated exam
• the same exam given to the other students
• scheduled at a different time on the same day as the other students.

14.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The student having the alternative exam will be supervised during the time:

• the other students are taking their exam
• they take their alternative exam
• in between the two exams.

14.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The student who is supervised will not be allowed to use devices that can transmit messages, including:

• computers
• mobile phones
• tablets
• smart watches.

14.7.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The alternative exam will be scheduled for the next available exam time to keep to a minimum the duration of the student’s extra supervision between the two exams. Ìý

14.8.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý If a student cannot be supervised because of having requirements in line with the Equity, Diversity and Inclusion Policy, the alternative exam will be a different exam in line with clause 14.1 or an alternative assessment that assesses the same learning outcomes.

Results for assessment tasks and courses

15.ÌýÌýÌý Overview

15.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The numerical mark (mark) awarded to an assessment task or course determines the grade that is assigned.

15.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A grade without a mark (grade-only) can be awarded for an assessment task or a course using competency-based assessment with one of the following grading bases:

• SY (Successful) / FL (Fail)
• CO (Competent) / CN (Not Yet Competent)
• CO (Competent) / CM (Competent with Merit) / CN (Not Yet Competent)
• HD (High Distinction) / DN (Distinction) / CR (Credit) / PS (Pass) / FL (Fail) and an associated nominal mark in line with clause 11.2 of the Academic Progression Procedure.

15.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Appendix 2 lists the ºÚÁÏÍø´óÊÂ¼Ç grades and marks, and how they are used in calculating a student’s academic standing and WAM.

16.ÌýÌýÌý Assessment task results

16.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý ºÚÁÏÍø´óÊÂ¼Ç will use standards-based assessment to assess a student’s learning against the published assessment criteria.

16.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The mark or grade that is awarded for an assessment task (assessment task result) will be determined by the assessor of the task using standards-based assessment.

16.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student’s assessment task result cannot be determined in relation to:

• the student’s previous performance, except for programmatic assessment
• the performance of other students, except for a group assessment task
• a predetermined distribution of marks or grades.

16.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The assessor will provide feedback to a student along with the student’s assessment task result.

16.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý ºÚÁÏÍø´óÊÂ¼Ç will have practices in place for assessors marking an assessment task to ensure consistent and fair marks or grades based on student performance, noting that:

• only the marking process can be moderated
• assessment task results cannot be moderated to fit into a predetermined distribution of marks or grades.

16.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The Course Authority will implement a process for marking, such as a moderation process, in line with clause 16.5 to ensure consistent assessment task results:

• by the same assessor
• among different assessors
• for a new assessment format.

16.7.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student’s assessment task result can only be changed by:

• the process in line with clause 16.6
• a student applying for a review of results.

16.8.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The Course Authority will keep a record of:

• the initial assessment task result
• any changes that have been made in line with clause 16.7 and the reasons for the change.

Late submissions

16.9.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý If a student submits an assessment task after the submission due date, the result will be reduced by 5% per day, up to a maximum reduction of 25% for submitting 5 days late.

For example:

• an assessment task has a weighting of 30% toward a course result
• the assessment task is submitted 4 days late
• the assessment task is marked and the result is 70/100 before any penalty is applied for a late submission.

The penalty for the late submission is calculated as follows:

• the assessment task result is reduced by 5 marks per day the assessment task is submitted late (5% of 100)
• the assessment task result is reduced by a total of 20 marks for being submitted 4 days late (5 marks x 4 days)
• the assessment task result becomes 50/100 after applying the penalty for a late submission (70/100 reduced by 20 marks)
• the assessment task result contributes 15 marks toward the course result (30% of 50/100).

16.10.ÌýÌýÌýÌýÌýÌýÌýÌý An assessment task will be given a mark of zero if it is submitted more than 5 days after its submission due date, unless an extension has been approved.

17.ÌýÌýÌý Course results

17.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The mark and weighting of each assessment task will determine the result of the course (course result) when each assessment task is awarded a mark.

17.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A course result will be determined in line with Competency-Based AssessmentÌýwhen each assessment task is awarded a grade-only.

17.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A course with a mix of marks and grade-only assessment tasks will have the course result determined in line with clause 17.1 by first converting each grade-only assessment task result to:

• full marks if the student is competent in the assessment task
• zero marks if the student is not yet competent in the assessment task.

17.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An assessment task cannot contribute more than its weighting toward a course result, except for clause 17.5.

17.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý If a student is not yet competent or fails an assessment task, it can lead to the same outcome for the course result, such as CN (Not Yet Competent) or UF (Unsatisfactory Fail), where:

• the assessment task is a hurdle task, or
• the assessment task is a secure assessment task and assesses learning outcomes that are threshold points in a program or specialisation, or
• a learning outcome is only assessed by that assessment task.

17.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student may fail a course if they have not genuinely attempted all the assessment tasks in the course, except when exempt from completing an assessment task.

17.7.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A course outline will state and keep a record of the method for determining a course result, such as the weighting of each assessment task toward the course result.

17.8.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The faculty review of results committee, such as a Faculty Assessment Review Group, will:

• review all course results from the current term or semester
• use the term WAM of students to identify variations in course results compared to the term WAM of students in previous terms or semesters
• determine the reason and process for changing course results from the current term or semester if adjustments are required.

17.9.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student’s course result can only be changed:

• by the faculty review of results committee
• by a student applying for a review of results
• under certain circumstances where the student is not yet competent or fails a course, in line with Assessment Allowances Instructions.

17.10.ÌýÌýÌýÌýÌýÌýÌýÌý The Course Authority will keep a record of

• the initial course result
• any further changes that have been made in line with clause 17.9 and the reasons for the change.

17.11.ÌýÌýÌýÌýÌýÌýÌýÌý A course result will be released to a student:

• after the faculty review of results committee has reviewed and made any necessary changes to course results
• through ºÚÁÏÍø´óÊÂ¼Ç email and at the end of each term or semester by the date for release of results
• when the student has cleared all debt owing to ºÚÁÏÍø´óʼÇ.

17.12.ÌýÌýÌýÌýÌýÌýÌýÌý Any course results not finalised by the date for release of results will be converted to an NC (Not Completed) grade, in line with clause 15.4 of Academic Progression Procedure, by week 3 of the following term or semester.

18.ÌýÌýÌý Review of results

18.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student will discuss their assessment task result or course result with their Course Authority before applying for a review of their result.

18.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student can for a review of results if they have reasons to believe that their assessment task result or course result is incorrect.

18.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student will pay a fee for each application to review results. The student will get a refund if the review increases the mark or grade.

18.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student can submit their application up to 5 working days from receiving their:

• assessment task result
• course result on the date for release of results.

18.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý For a group assessment task:

• all group members must agree to submit a review of results because the outcome from the review will apply to all group members
• the fee will only be applied once and charged to the student who submits the application.

18.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A Course Authority, or a delegate such as a review committee or a review team, will assess the reason in the application to determine if the result will be reviewed. The following reasons will not be accepted for a review of results:

• challenges with the course learning outcomes
• challenges with the method of assessment (changes can be made beforehand to the method of assessment through educational adjustments)
• challenges with meeting the standard required for marks or grades
• study overload
• implications for not passing the course
• marks or grades received by other students
• language difficulties
• the need for extra marks to achieve a higher grade or WAM
• a penalty that has been applied for a late submission
• a penalty that has been applied for academic misconduct.

18.7.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Where a result is reviewed for an assessment task:

• the student will be informed that a review of results is approved
• the student will provide the work that was originally marked or graded if ºÚÁÏÍø´óÊÂ¼Ç does not have a copy
• where feasible, a different assessor who is familiar with the task and marking criteria will do the re-assessment
• the reviewed result replaces the original result, and will lead to the final mark or grade going up, going down or remaining unchanged.

18.8.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student will proceed with their re-enrolment on the basis that the result remains unchanged until the outcome from the review of results is finalised.

18.9.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student will be advised of the outcome from the review of results within 20 calendar days from their application being approved.

18.10.ÌýÌýÌýÌýÌýÌýÌýÌý There is no appeal of the outcome from the review of results. Where a student believes there is evidence of maladministration or misconduct by ºÚÁÏÍø´óÊÂ¼Ç in the review process, the student can submit a complaint in line with the Complaints Management and Investigations Policy and Procedure.

18.11.ÌýÌýÌýÌýÌýÌýÌýÌý A student who has been suspended, excluded or terminated based on the result under review must appeal this while awaiting the outcome from the review of results, in case the review of results is unsuccessful.

Ìý

Educational adjustments

19.ÌýÌýÌý Overview

19.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An educational adjustment is a reasonable change that can be made to an assessment task, such as:

• changing specific assessment activities
• making changes to a student’s study conditions or environment
• providing enabling or support staff
• providing alternative assessment formats
• using assistive technology
• extending the submission due date.

19.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An educational adjustment is not a reasonable change if it:

• is inconsistent with the requirements of a course or program
• cannot assure the learning outcome being assessed
• compromises academic integrity or academic standards
• compromises the safety of students or staff
• has a negative effect on staff or other students
• is outside the control of ºÚÁÏÍø´óʼÇ
• places an undue burden on ºÚÁÏÍø´óÊÂ¼Ç in terms of resources, operations or feasibility.

19.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An educational adjustment to an assessment task will be made for an eligible student by either:

• an Equitable Learning Plan (ELP), or
• an Elite Athletes, Performers and Leaders Learning Plan (EAPLP).

19.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Further details on educational adjustments are available in the Educational Adjustments InstructionsÌý.

Assessment allowances

20.ÌýÌýÌý Overview

20.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student may apply for the following assessment allowances:

• learning plan where known circumstances require educational adjustments to be made to assessments for the term or semester
• short extension if a bit more time is needed to submit an assessment when there is a brief disruptive event
• special consideration if an assessment cannot be completed or submitted due to unexpected short-term circumstances.

20.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý ºÚÁÏÍø´óÊÂ¼Ç may offer a student one of the following assessment allowances:

• alternative assessment to provide the student with an opportunity to demonstrate their achievement of learning outcomes for a missed assessment
• supplementary assessment to provide the student with an opportunity to demonstrate their achievement of learning outcomes for a missed or failed assessment outside of the special consideration process.

20.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The Assessment and Feedback Procedure ensure that a layered approach is taken for assessment allowances using the following sequence:

a.ÌýÌýÌý Assessment Design and Quality Assurance, in line with principle 1.1 for equal opportunity in learning and demonstrating that learning, reduces the need for a student to apply for an assessment allowance

b.ÌýÌýÌý a learning plan ensures that educational adjustments are made to a student’s assessment tasks as needed

c.ÌýÌýÌý a student can apply for a short extension

d.ÌýÌýÌý a student can apply for special consideration

e.ÌýÌýÌý a student can apply for fee remission in line with the Enrolment and Withdrawal Procedure.

20.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The Manager of the Student Case Review team will monitor how many applications a student submits for short extension, special consideration and fee remission to proactively identify students who may need extra support in line with the Support for Students Policy.

20.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Where a student has a learning plan for educational adjustments:

• where the educational adjustment is made to an assessment task, such as extending the submission due date, the newly adjusted assessment task is viewed as the student’s originalÌýassessment task
• therefore, the student can apply for assessment allowances based on the adjusted assessment task.

20.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student with an approved extension:

• can submit the assessment task only once, either by the original submission due date or by the extended submission due date
• will have clauses 16.9 – 16.10 for late submissions applied to the extended submission due date instead of the original submission due date.

20.7.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Where a student receives an unfair advantage from having any knowledge of the original assessment, an alternative assessment and supplementary assessment will be different to the original assessment but still:

• assess the same learning outcomes at the same level of complexity
• have the same weighting toward the course result, except where the weighting has changed in line with clause 3.21 of the Assessment Allowances InstructionsÌý or from the outcome of educational adjustments in a learning plan.

20.8.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Further details on assessment allowances are available in the Assessment Allowances InstructionsÌý.

Outstanding academic performance

21.ÌýÌýÌý Overview

21.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý ºÚÁÏÍø´óÊÂ¼Ç recognises outstanding academic performance through:

• an award
• a prize
• the University Medal.

21.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The awards at ºÚÁÏÍø´óÊÂ¼Ç for outstanding academic performance are:

• award of Pass with Distinction
• award with Excellence
• award with Honours

21.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The only recognition of outstanding academic performance that will be displayed on a testamur are those listed in clause 21.2.

21.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Awards and prizes achieved by a student will be displayed on their academic transcript and Australian Higher Education Graduation Statement.

21.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Faculties will manage the prizes that are available and how they are awarded to students in line with the Prizes Procedure.

22.ÌýÌýÌý Award of Pass with Distinction and Award with Excellence

22.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý For the awards of Pass with Distinction and with Excellence:

• all eligible programs will offer the award unless the Program Authority has received approval from Academic Board to exempt a program
• the Program Specialists in The Nucleus: Student Hub identify the students who are eligible for the award when they are graduating
• a student’s overall WAM that is based only on courses that count toward the award is used to determine if the student is eligible for the award
• a student’s WAM is not rounded up to determine if they are eligible for the award
• to be eligible for the award a student will complete at least 50% of their program at ºÚÁÏÍø´óʼÇ; courses completed under exchange or through other overseas study arrangements will be considered as being completed at ºÚÁÏÍø´óʼÇ.

22.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Further to clause 22.1, the award of Pass with Distinction is:

• available for a Bachelor degree program where an award with Honours is not available
• available for the Juris Doctor
• awarded to a student with a WAM of at least 75.

22.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Further to clause 22.1, the award with Excellence is:

• available for a Masters coursework program, excluding Masters (Extended) program
• awarded to a student with a WAM of at least 80.

23.ÌýÌýÌý Award with Honours

23.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The award with Honours is available for an Honours program.

23.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Honours can be awarded in the following classes:

• Class 1
• Class 2 Division 1
• Class 2 Division 2
• Class 3.

23.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The program rules will state the requirements for awarding each class of Honours.

23.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student who has met the requirements for the award of a class of Honours will have this displayed on their testamur and academic transcript.

23.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Where an Honours program has a research component, the research thesis will be independently marked by two examiners who are qualified to assess the work.

23.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The Program Authority will document the processes for reviewing and moderating the final assessment marks and classes of Honours.

23.7.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An Honours program can be made available as a separate year Honours program or an embedded Honours program.

Separate year Honours program

23.8.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The separate year Honours program is extra study that is undertaken after a Bachelor degree program in a cognate discipline has been completed at ºÚÁÏÍø´óÊÂ¼Ç or another higher education provider.

23.9.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student will complete the extra study as a standard full-time study load over one academic year (or part-time equivalent).

23.10.ÌýÌýÌýÌýÌýÌýÌýÌý A student’s WAM for all research-based and coursework courses that are in the program rules for the Honours program is used to determine the class of Honours that is awarded.

Embedded Honours program

23.11.ÌýÌýÌýÌýÌýÌýÌýÌý The embedded Honours program has the Honours components integrated into the program along with the Bachelor Pass degree requirements.

23.12.ÌýÌýÌýÌýÌýÌýÌýÌý A student’s WAM is used to determine the class of Honours that is awarded:

• the WAM is based only on courses that count toward the Honours program
• the program rules can define a different WAM, such as higher weightings for core, upper level or research courses.

Contents

Progression requirements

1. Maximum completion time

1.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student must complete their program within the maximum completion time for that program.

1.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý If a student is at risk of not completing their program on time, the Registrar and Director, Student Services will inform them to seek advice from their Program Authority and develop a plan to complete their program within the remaining time.

1.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student who does not complete their program within the maximum completion time cannot re-enrol until they meet with their Program Authority and agree on extra completion time of up to 1 year. In exceptional circumstances, a Program Authority may recommend that a Dean may approve more time.

1.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý If a student does not finish their program within the maximum completion time, their enrolment in the program will be terminated unless they:

• agree with their Program Authority on extra time in line with clause 1.3
• complete their program with the extra completion time that was agreed to with their Program Authority in line with clause 1.3.

Calculating maximum completion time

1.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The maximum completion time for an undergraduate program or a double degree program is twice the normal full-time duration of the program plus 2 years. This is expressed by the formula 2n + 2 years, where n is the normal full-time duration of the program in years.

1.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The maximum completion time for a postgraduate coursework program is 10 years.

1.7.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student’s maximum completion time for their program is calculated from their first day of the first teaching period in the program.

1.8.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student’s approved and unapproved absences, including program leave, will not extend their maximum completion time.

1.9.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student cannot extend their maximum completion time by studying:

• for credit that does not count toward their program
• for a non-award program
• with another higher education provider.

1.10.ÌýÌýÌýÌýÌýÌýÌýÌý If a student is given credit for prior learning in their program, the full-time duration of their program will be reduced on a pro rata basis, rounding up to the nearest term or semester, when calculating their maximum completion time.

For example, if a student is admitted to a 3-year undergraduate program with 1 year credit (advanced standing), then their maximum completion time is 6 years:

• maximum completion time is calculated using 2n + 2 years
• n is 2 years instead of 3 years (normal full-time duration reduced by 1 year)
• maximum completion time is therefore 6 years (2 x 2 years + 2 years).

2. Minimum and maximum study load

2.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Study load is the total number of units of credit (UOC) taken in a term, semester or academic year.

2.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A standard term or semester does not include summer term.

2.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student will complete their program in the normal full-time duration when they:

• enrol in a standard full-time study load, in line with the Enrolment and Withdrawal Procedure
• maintain adequate progress by successfully completing their enrolled courses.

2.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student must be enrolled in at least 1 course in each standard term or semester in their program, unless they are on suspension, exclusion or approved program leave.

2.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý ºÚÁÏÍø´óÊÂ¼Ç will withdraw a student from their program after the census date in line with the Enrolment and Withdrawal Procedure if they have not enrolled with the minimum study load in line with clause 2.4.

2.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý If a student is withdrawn from a program they must apply for re-admission to their program in line with the Admission to Coursework Programs Procedure if they want to return to study at ºÚÁÏÍø´óʼÇ.

2.7.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student cannot enrol in more than 18 UOC per term or 24 UOC per semester without .

2.8.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student cannot enrol in more than 12 UOC in summer term.

3. Repeated fails in a course

3.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý If a student is not yet competent or fails the same course rule 2 times, the Registrar and Director, Student Services will inform them to seek advice from their Course Authority before enrolling for the next term or semester.

3.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý If a student is not yet competent or fails the same course rule 3 times, the Registrar and Director, Student Services will inform them that they must seek advice from their Program Authority about their progression in the program before enrolling for the next term or semester.

3.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý If a student is not yet competent or fails the same course rule 4 times, their enrolment in the program will be terminated.

4. Program-specific and course-specific progression requirements

4.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The Program or Course Authority can decide on extra progression requirements, or changes to standard ºÚÁÏÍø´óÊÂ¼Ç progression requirements, for a program or course in line with the Academic Offerings Approval Procedure and Program Design Procedure.

4.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Program-specific and course-specific progression requirements may include:

• maximum completion time for a program
• maximum number of times a course can be failed
• minimum progression rate for each term, semester or stage of a program
• core courses that must be completed before progression to the next stage of a program
• conditions of course enrolment, such as health requirements for clinical work, requirements for security checks or language requirements
• requirements of accreditation bodies or organisations that provide field work, clinical work, practical work or professional placements.

5. Progression requirements for international students

5.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An international student must comply with the conditions of their confirmation of enrolment and student visa in addition to the progression requirements in clauses 1 - 4.

5.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The Manager, Student Records in the Registrar and Student Services team will advise the International Student Compliance team when an international student has:

• been suspended
• been excluded
• had their enrolment terminated.

5.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The International Student Compliance team will report to the Australian Government an international student who does not comply with clause 5.1 in line with:

• International Student Transfer Between Registered Providers and PRISMS Reporting Procedure.

6. Advanced standing

6.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Advanced standing is a status that reflects a student’s progress through their program that has been expedited by granting credit for prior learning. The granting of credit reduces the number of UOC a student needs to complete their program.

6.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Prior learning for advanced standing will be approved in line with the Recognition of Prior Learning (Coursework Programs) Procedure.

Program leave, discontinuation and transfer

7. Program leave

7.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student who has completed a term or semester can request to take leave from their program (program leave) for up to 1 academic year.

7.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student who has not completed a term or semester cannot apply for program leave and must defer their offer in line with the Enrolment and Withdrawal Procedure.

7.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student can only take program leave for more than 1 academic year at any one time if there are exceptional circumstances and it has been approved by their Program Authority.

7.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý To avoid course fees, a student must apply for program leave and have it approved before the census date of the term or semester where they will be considered as enrolled.

7.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student must apply for re-admission to their program in line with the Admission to Coursework Programs Procedure if they have not resumed their study at the end of their approved program leave and later want to return to study at ºÚÁÏÍø´óʼÇ.

8. Program discontinuation

8.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student can apply to discontinue their program (program discontinuation) at any time during their enrolment if they want to stop their study at ºÚÁÏÍø´óʼÇ.

8.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý To avoid course fees, a student must apply for program discontinuation before the census date of the term or semester where they will stop their study.

8.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student must apply for re-admission to their program in line with the Admission to Coursework Programs Procedure if they want to return to study at ºÚÁÏÍø´óÊÂ¼Ç after program discontinuation.

9. Program transfer

9.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student can move from one program to another within the same undergraduate, postgraduate, research or non-award career (program transfer):

• an undergraduate student can apply for an Internal Program Transfer
• a postgraduate student can apply for a Postgraduate Program Transfer.

9.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student must:

• complete a term or semester before they can apply for a program transfer
• meet the entry requirements for the program they wish to transfer to.

9.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The Program Authority will review a ºÚÁÏÍø´óÊÂ¼Ç student’s program transfer application based on criteria, including:

• the student’s academic standing
• the student’s weighted average mark (WAM)
• the student’s total number of UOC completed to date
• availability of places in the program
• any extra faculty requirements.

9.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student must contact their Program Authority if they would like a program transfer in their final term or semester of study.

9.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The Program Specialists in The Nucleus: Student Hub will assess a student’s approved program transfer to determine if the student has advanced standing in their new program.

9.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A program transfer for an international student must be in line with their student visa and the International Student Transfer Between Registered Providers and PRISMS Reporting Procedure.

Weighted average mark (WAM)

10. Overview

10.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý WAM is an internal ºÚÁÏÍø´óÊÂ¼Ç measure that is not displayed on official transcripts.

10.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student will have:

• a term WAM based on course results in a term or semester
• an overall WAM based on all course results throughout their entire program.

10.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student may have, if relevant and required:

• an overall WAM based only on courses that count toward their award
• a faculty WAM calculated by a faculty’s own method.

10.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý WAM is not calculated for non-award careers.

10.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý ºÚÁÏÍø´óÊÂ¼Ç uses the WAM to make decisions, such as whether a student is:

• allowed to continue in their program
• eligible for a program transfer
• meeting the requirements of their program
• eligible for award of Pass with Distinction, award with Honours, award with Excellence and the University Medal
• eligible for other recognitions within a faculty.

11. Calculating WAM

11.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student’s WAM is calculated by multiplying the mark received in each course by the units of credit for that course, adding up all the results of the multiplications and then dividing this by the total number of units of credit for the courses. This can be shown by the formula:

11.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A nominal mark is used for a course that is usually graded with marks but is finalised without an associated mark:

11.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Courses with a grading basis ofÌýSYÌý/ÌýFLÌýdo not have an associated mark or a nominal mark and so theÌýSYÌýandÌýFLÌýgrades will not be included in the WAM.

11.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý No other grade-only results are included in the WAM.

11.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýAppendix 2Ìýcontains the grades used in calculating the WAM.

11.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student with credit transfer for courses completed in another program at ºÚÁÏÍø´óÊÂ¼Ç will have the marks for those courses included in the WAM for their new program.

11.7.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student with credit transfer for courses completed at another higher education provider will not have the marks for those courses included in the WAM for their program at ºÚÁÏÍø´óʼÇ. This is because different grading schemes are used at other higher education providers.

Academic standing

12. Overview

12.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý ºÚÁÏÍø´óÊÂ¼Ç requires a student to maintain satisfactory academic progress in each term or semester so they can continue with their study and to graduate.

12.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Academic standing is the status of a student’s academic progression. It is an indication of a student’s current progress toward completing their program.

12.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Academic standing is calculated at the career level and not the program level.

12.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Academic standing is not calculated for non-award careers.

12.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Academic standing is assigned at the end of each standard term or semester.

12.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student’s academic standing may affect their eligibility to enrol or remain enrolled in a course, in line with the Enrolment and Withdrawal Procedure.

12.7.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student who has had their enrolment in a program terminated because of unsatisfactory academic progress cannot apply for admission to the same qualification. However, the student can:

• apply for admission to another qualification at ºÚÁÏÍø´óÊÂ¼Ç and apply for advanced standing, or
• study at another higher education provider but this will not count towards their qualification at ºÚÁÏÍø´óʼÇ.

12.8.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Results of academic standing are sent to the student’s ºÚÁÏÍø´óÊÂ¼Ç email account and are also available in .

12.9.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student may appeal their academic standing.

13. Academic standing levels

13.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student is assigned one of the following levels for their academic standing:

13.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An undergraduate student can be assigned one of the following levels for their academic standing:

• Good
• Academic Risk Level 1
• Academic Risk Level 2
• Academic Risk Level 3
• Academic Risk Level 4
• Suspension
• Exclusion
• Pending
• Provisional Suspension
• Provisional Exclusion

13.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A postgraduate student can be assigned one of the following levels for their academic standing:

• Good
• Postgraduate Academic Risk
• Postgraduate Exclusion Risk
• Suspension
• Exclusion
• Pending
• Provisional Suspension
• Provisional Exclusion

14. Academic standing rules

14.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student cannot be suspended twice in the same career. A student who has previously been suspended will be given an academic standing level of Exclusion instead of Suspension.

14.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student can only be given an academic standing level of Exclusion if they have previously been given an academic standing level of Suspension in the same career.

14.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The academic standing levels for an undergraduate student in clause 13.2 are assigned by using the rules in clauses 14.1 – 14.2 and 14.5 – 14.6.

14.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The academic standing levels for a postgraduate student in clause 13.3 are assigned by using the rules in clauses 14.1 – 14.2 and 14.7 – 14.10.

Rules for undergraduate students

14.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student’s academic standing level is calculated using:

• the student’s academic standing level at the end of the previous standard term or semester
• the student’s progress in the current term or semester in line with clause 14.6.

Ìý

14.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student’s progress in the current term or semester is based on the proportion of study load passed.

Ìý

Rules for postgraduate students

14.7.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student will be assigned an academic standing level of Good if they pass all UOC attempted in a standard term or semester.

14.8.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý If a student does not pass all UOC attempted in a standard term or semester, then their academic standing is based on the total number of UOC failed across all of their postgraduate study at ºÚÁÏÍø´óʼÇ:

Ìý

14.9.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student who returns to study at the end of their suspension period and fails further units of credit but less than a cumulative total of 36 UOC will be given an academic standing level of Postgraduate Exclusion Risk as further fails will put the student at risk of exclusion.

14.10.ÌýÌýÌýÌýÌýÌýÌýÌý If a student returns to study a different postgraduate program after an absence of 2 or more years, the fails from their previous postgraduate program will not be included when calculating their academic standing for their current postgraduate program.

15. Calculating academic standing

15.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Academic standing levels and rules are used in calculating a student’s academic standing.

15.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Academic standing is calculated at the end of each standard term or semester before the release of results.

15.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student’s grades for summer term will be included when calculating their academic standing for the following term 1 or semester 1.

15.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student with WC, WD or LE grades will initially be assigned an academic standing level of Pending.

• After release of results, if the student’s academic standing level for the previous term, semester or hexamester was not Good, then WC and WD grades will be treated as fails.
• The student will have their academic standing recalculated each week from the time results are released, until the deadline for finalising withheld results.
• After the deadline for finalising withheld results, any remaining WC, WD and LE grades will be converted to an NC grade. Academic standing will then be recalculated a final time for the term, semester or hexamester.

15.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý If a student’s academic standing level has been calculated as Suspension or Exclusion but ºÚÁÏÍø´óʼǒs deadline has passed for assigning a student with that academic standing level for the term, semester or hexamester, a student will be assigned an academic standing level of Provisional Suspension or Provisional Exclusion.

15.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Appendix 2 contains how grades are used in calculating academic standing.Ìý

Appeals for academic standing and enrolment

16.ÌýÌýÌý Appeals process

16.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The Registrar and Director, Student Services will provide written information to a student who has been suspended, excluded or terminated that includes:

• advice that they have been suspended, excluded or terminated
• their right to appeal
• how to appeal
• the deadline for submitting an appeal.

16.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An appeals cycle starts at the end of each standard term or semester.

16.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The Registrar and Director, Student Services will write to the student within 10 working days of receiving the appeal to record that an appeal has been received and will be considered by a Re-enrolment Appeals Committee.

16.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý While an appeal is being considered by a Re-Enrolment Appeals Committee, the student may:

• continue to study up to 12 UOC in the following term, or
• apply for program leave.

16.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The student’s academic standing will be recalculated if they have a supplementary exam for a failed course and then pass the course during the appeal.

16.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý If the student’s academic standing level is no longer Suspension or Exclusion after it has been recalculated in line with clause 16.5, then ºÚÁÏÍø´óÊÂ¼Ç will withdraw the appeal and the student will be able to continue their study.

16.7.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student can choose to meet with the Re-Enrolment Appeals Committee and bring a support person with them. The support person will not participate in the committee’s proceedings.

16.8.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A successful appeal will allow the student to continue in their enrolled courses.

16.9.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An unsuccessful appeal will result in the student being removed from their enrolled courses without penalty.

16.10.ÌýÌýÌýÌýÌýÌýÌýÌý Where a student believes there is evidence of maladministration or misconduct by ºÚÁÏÍø´óÊÂ¼Ç in the appeals process, the student can submit a complaint:

• in line with the Complaints Management and Investigations Policy and Procedure
• to the .

17.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Re-enrolment Appeals Committees

17.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý ºÚÁÏÍø´óÊÂ¼Ç has two Re-enrolment Appeals Committees that are subcommittees of the University Academic Quality Committee:

• an Undergraduate Re-enrolment Appeals Committee for considering appeals from undergraduate students
• a Postgraduate Re-enrolment Appeals Committee for considering appeals from postgraduate students.

17.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Each Re-enrolment Appeals Committee will have:

• a chair who is an Academic Board member, nominated by the President of the Academic Board
• at least 5 members who are academic staff
• other members based on their knowledge and experience, nominated by the President of the Academic Board
• a quorum of 3 academic staff members.

17.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A Re-enrolment Appeals Committee member must not be involved in an appeal where they have been previously involved in the student’s case.

17.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý When deciding the outcome of an appeal, the Re-enrolment Appeals Committee will consider:

• the student’s academic record
• the reasons for the appeal provided by the student
• any supporting documentation provided by the student.

17.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The Re-enrolment Appeals Committee’s decision on the outcome of an appeal is final. A student cannot appeal further within ºÚÁÏÍø´óʼÇ.

1. Short extension

1.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A short extension provides a student with immediate approval for a bit more time to submit an assessment when there is a brief disruptive event.

1.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student may apply for a short extension for an assessment task:

• where a short extension is available for the assessment task
• through the
• without the need to provide supporting documentation
• from the start of the teaching period
• before the submission due date and time.

1.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Unless changed by the Course Authority in line with clause 1.4, a short extension of 2 calendar days will be available by default for all types of assessment except for the following:

• practical assessments, including labs
• group assessments
• in-class assessments, such as quizzes, case study discussions, interviews and role plays
• presentations
• exams
• assessments in the workplace, such as work integrated learning, placements and internships.

1.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The Course Authority will determine whether to:

• change the default duration of the short extension for an assessment task and have a different duration between 1 day up to a maximum 7 days
• opt-out from having a short extension available for an assessment task, except where the short extension applies to a competency-based assessment task or hurdle task.

1.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The course outline will state if a short extension is available for an assessment based on the outcome of clause 1.4.

1.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student can apply a short extension to an assessment task only once, if available.

1.7.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Further to clause 1.6, if a student requires more time to submit the assessment task, the student must apply for special consideration before the extended submission due date and time.

1.8.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student is allowed only one short extension in a course if a short extension is available for more than one assessment task in the course.

1.9.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student who uses a short extension may receive their marks, grades or feedback up to 2 working days later than students who submitted their assessment task by the submission due date, unless required for finalising course results.

2. Special consideration

2.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Special consideration is available to support a student where an unexpected short-term circumstance that is beyond their control has significantly affected their performance in an assessment task.

Eligible circumstances

2.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The short-term circumstance could not have reasonably been anticipated, avoided or guarded against by the student.

2.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The maximum impact of the short-term circumstance is:

• 14 calendar days for a term
• 21 calendar days for a semester
• 7 calendar days for a hexamester.

2.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The short-term circumstance:

• lasted for at least 3 days in a row during the period where the student would have reasonably been expected to be preparing for completing or submitting the assessment task, or
• prevented the student from completing or submitting an assessment task on a specific date.

2.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Where the impact of the circumstance exceeds the maximum duration of a short-term circumstance, a student:

• cannot be granted special consideration as they require more appropriate ongoing support
• may request support in line with the Support for Students Policy
• may apply for an educational adjustment through a learning plan
• may apply for fee remission in line with the Enrolment and Withdrawal Procedure.

2.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý For online courses with a timed assessment task, such as an exam, a student located in a different time zone to ºÚÁÏÍø´óÊÂ¼Ç may apply for special consideration for a different time:

• where the assessment task is scheduled to start or end between 10pm and 7am local time
• at least 5 working days before the date of the assessment task.

2.7.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student who is in the Elite Athletes, Performers and Leaders Support Program may apply for special consideration when their commitments impact upon their ability to complete course requirements, such as completing or submitting an assessment task.

2.8.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student may apply for special consideration where they have a religious faith that does not allow them to do a timed assessment task when it has been scheduled.

2.9.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student may apply for special consideration where a technical issue beyond their control impacts their completion or submission of an online assessment task. The student will:

• immediately advise a staff member, such as an exam supervisor or Course Authority, of the technical issue
• take as many screenshots or photos as possible of the issues with a date and time, such as error messages, screen not loading, timestamped speed tests, power outage maps and information from the internet provider on the issues experienced
• apply for special consideration with the screenshots immediately at the end of the assessment task.

2.10.ÌýÌýÌýÌýÌýÌýÌýÌý A student may apply for special consideration if their learning plan has not been approved or implemented at the time of the assessment completion date or submission due date.

2.11.ÌýÌýÌýÌýÌýÌýÌýÌý The following short-term circumstances will not be accepted for special consideration:

• misreading the course outline
• misreading the exam timetable
• heavy academic workload
• overloading with extra courses
• two or more assessment tasks due on the same date
• submitting the incorrect assessment file or exam file
• attending events such as concerts, talk shows, protests, holidays, sporting events (excluding university games or elite competitions)
• travel or holidays (excluding exchange approved by ºÚÁÏÍø´óʼÇ)
• professional experience organised independently by the student
• work commitments
• industry placements (unless unexpected and unavoidable)
• study at another institution
• volunteering commitments
• club or society events and commitments
• late enrolment in a course
• missed attendance (where a course has mandatory attendance, faculties and schools will record each student’s attendance and communicate their process for missed attendance).

Applying

2.12.ÌýÌýÌýÌýÌýÌýÌýÌý A student may apply for special consideration for an assessment task:

• where their circumstance is in line with clauses 2.2 – 2.11
• through the
• with supporting documentation in line with clauses 2.14 – 2.16
• as soon as possible from having knowledge of the short-term circumstance and its impact on an assessment completion date or submission due date
• no later than 3 working days after the assessment completion date or submission due date, except for timed assessment tasks in a different time zone in line with clause 2.6.

2.13.ÌýÌýÌýÌýÌýÌýÌýÌý In exceptional circumstances, if the student provides documentation showing they couldn’t apply on time, ºÚÁÏÍø´óÊÂ¼Ç may consider a late application for special consideration.

Supporting documentation

2.14.ÌýÌýÌýÌýÌýÌýÌýÌý A student will provide supporting documentation when applying for special consideration that contains adequate and appropriate evidence of their circumstance. The student’s evidence must identify the:

• circumstance, describing the situation in as much detail as possible
• time frame, including dates and length of the circumstance
• severity, detailing how serious the circumstance is, how it impacted them and how it impacted their assessment performance
• dates where they were seen by the professional providing the evidence.

2.15.ÌýÌýÌýÌýÌýÌýÌýÌý A student may use the as supporting documentation for medical circumstances. Medical certificates that are backdated or out of date will not be accepted.

2.16.ÌýÌýÌýÌýÌýÌýÌýÌý Online medical certificates will not be accepted as supporting documentation where there is no evidence of a telehealth consultation.

Outcomes of application

2.17.ÌýÌýÌýÌýÌýÌýÌýÌý The Case Review Officer in the Student Case Review team will:

• assess a student’s application for special consideration
• determine if the application will be approved
• advise the student of the outcome of their application.

2.18.ÌýÌýÌýÌýÌýÌýÌýÌý For approved applicants, the Course Authority will determine the arrangement for providing the student with another opportunity to demonstrate their achievement of learning outcomes, such as:

• offering an alternative assessment to the student who missed an assessment task
• offering a supplementary exam to the student who missed a final exam
• extending the submission due date for the assessment task under special consideration.

2.19.ÌýÌýÌýÌýÌýÌýÌýÌý If the Course Authority extends the submission due date, the length of the extension will:

• normally be equivalent to the duration of the circumstance in calendar days
• not go beyond the student’s duration of impact
• not be so long as to affect the student’s progression through their program.

2.20.ÌýÌýÌýÌýÌýÌýÌýÌý Where it is not possible to provide a student with another opportunity in line with clause 2.18, the Course Authority may determine other arrangements where a student has achieved the learning outcomes in other completed assessments, such as:

• marks from other completed assessment tasks being aggregated or averaged to achieve an overall mark for the assessment task under special consideration
• reweighting the assessment task under special consideration to other assessment tasks.

2.21.ÌýÌýÌýÌýÌýÌýÌýÌý The Course Authority may consider on a case-by-case basis any other arrangements for exceptional and complex circumstances.

Review of special consideration application outcome

2.22.ÌýÌýÌýÌýÌýÌýÌýÌý If a student’s application for special consideration is not approved, they may contact the Student Case Review team and request a review of the decision.

2.23.ÌýÌýÌýÌýÌýÌýÌýÌý The student’s request for review will:

• be in writing
• detail the reasons for requesting the review
• contain any supporting documentation not previously submitted
• be submitted no later than 3 working days from the application outcome date.

2.24.ÌýÌýÌýÌýÌýÌýÌýÌý A student may request a review for an application for special consideration that is not approved.Ìý

2.25.ÌýÌýÌýÌýÌýÌýÌýÌý A student cannot request a review of the arrangements from an approved application for special consideration.

2.26.ÌýÌýÌýÌýÌýÌýÌýÌý A more senior staff member than the Case Review Officer who made the initial assessment will review the application for special consideration.

2.27.ÌýÌýÌýÌýÌýÌýÌýÌý A student not satisfied with the outcome of the review may make a complaint in line with the Complaints Management and Investigations Policy and Procedure.

Fit to Sit rule

2.28.ÌýÌýÌýÌýÌýÌýÌýÌý A student undertaking a timed assessment task is declaring that they are fit to do so and cannot later apply for special consideration. Examples of undertaking a timed assessment task include:

• sitting for an exam
• accessing an online test
• participating in a class presentation
• completing a performance.

2.29.ÌýÌýÌýÌýÌýÌýÌýÌý A student undertaking a timed assessment task invalidates any application for special consideration that may have been submitted before the assessment task.

2.30.ÌýÌýÌýÌýÌýÌýÌýÌý A student undertaking a timed assessment task may apply for special consideration if they become unwell or are impacted by other circumstances during the assessment and they:

• stop undertaking the timed assessment task before 80% of the time has lapsed
• immediately advise a staff member, such as an exam supervisor or Course Authority, before the end of the timed assessment task
• apply for special consideration within 3 working days of the assessment date
• provide supporting documentation in line with clauses 2.14 – 2.16 that is dated within 24 hours of the assessment date.

2.31.ÌýÌýÌýÌýÌýÌýÌýÌý If a student was unable to make an informed decision about whether they were fit to sit the timed assessment task, ºÚÁÏÍø´óÊÂ¼Ç will consider exceptions to clauses 2.28 – 2.30.

3. Alternative assessment

3.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An alternative assessment provides a student with an opportunity to demonstrate their achievement of learning outcomes for a missed assessment.

3.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The Course Authority will provide an alternative assessment to a student where it is the outcome of an approved special consideration application.

3.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The Course Authority will determine the form of the alternative assessment, in line with clause 20.7 of the procedure.

3.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Clauses 3.5 – 3.10 apply where an alternative assessment is a supplementary exam.

Supplementary exams

3.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A supplementary exam may be provided to a student as a supplementary assessment.

3.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Where a student is provided with a supplementary exam as an outcome of an approved special consideration application for circumstances in line with clauses 2.9 or 2.30:

• the original exam will not be marked
• the final mark or grade that is awarded will be based on the supplementary exam.

3.7.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The Course Authority will determine if a further opportunity is provided to a student to undertake another supplementary exam (second supplementary exam) where they are unable to undertake the original supplementary exam.

3.8.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Where a student provides supporting documentation of circumstances with a continuous significant impact across the final exam, supplementary exam and second supplementary exam, the Course Authority will determine whether to approve one of the following outcomes:

• provide the student with a third supplementary exam that is scheduled no more than 2 weeks after the second supplementary exam
• where the student has completed all other assessment tasks for the course, allow them to enrol in the course with an auditor (student) role the next time the course is offered if the CLOs have not substantially changed.

3.9.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Where a student has been approved to enrol in a course with an auditor (student) role in line with clause 3.8:

• the student will be allowed to undertake the final exam in the teaching period of their audited enrolment, with the mark or grade for the final exam added to the marks or grades already achieved in their previous enrolment for the course
• the student’s academic transcript will display the final course result for the first attempt at the course and a grade of AS (Audited course) for the second attempt at the course
• the student will not be allowed to enrol in the course again with an auditor (student) role.

3.10.ÌýÌýÌýÌýÌýÌýÌýÌý The outcome of a special consideration application will be determined in line with clause 2.20 for any of the following reasons:

• the student is unable to undertake both a supplementary exam and a second supplementary exam
• the student is unable to undertake a supplementary exam and a second supplementary exam is not available
• the Course Authority has not approved any of the outcomes in line with clause 3.8.

4. Supplementary assessment

4.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A supplementary assessment may be given to a student outside of the special consideration process so they have an opportunity to demonstrate their achievement of learning outcomes for:

• a missed assessment, or
• a failed assessment, or
• an assessment that is graded as not yet competent.

4.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The Course Authority will determine where a supplementary assessment is available for an assessment task, in line with clause 20.7 of the procedure.

4.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The course outline will state where a supplementary assessment is available for an assessment task based on the outcome of clause 4.2.

4.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Where a supplementary assessment is available for an assessment task, the Course Authority will determine the students who are eligible for the supplementary assessment.

4.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý For every course in the final term or semester in a student’s program, the Course Authority will provide a supplementary assessment to a student who is not yet competent in only one assessment task or fails only one assessment task and:

• a supplementary assessment is available for the assessment task
• the assessment task result means that the student is not yet competent or fails their course
• being competent or passing the assessment task would have resulted in the student being competent or passing the course and graduating from their program.

4.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Clause 4.5 does not apply:

• to an assessment task that is a research project or thesis
• where a penalty for academic misconduct causes the student to not yet be competent or fail the assessment task.

4.7.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The mark or grade awarded for the assessment task will be based solely on the supplementary assessment.

4.8.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Where a numerical mark is awarded for an assessment task or course, unless stated otherwise in the course outline:

• where a supplementary assessment is provided to a student with a fail grade for their assessment task result, the final assessment task result will be capped at 50%
• where a supplementary assessment is provided to a student with a fail grade for their course result in line with clause 4.5, the final course result will be capped at 50%.

4.9.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Where a supplementary assessment is provided to a student who is not yet competent for a grade-only assessment task or course, unless stated otherwise in the course outline, one of the following grades will be awarded for the final assessment task result or final course result using the grading basis that has been adopted:

• SY (Successful) / FL (Fail)
• CO (Competent) / CN (Not Yet Competent)
• PS (Pass) / FL (Fail) and an associated nominal mark in line with clause 11.2 of the Academic Progression Procedure in the policy.

1. Overview

1.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student can be assessed on whether they have achieved competency in learning outcomes without using a numerical mark and its associated grade (competency-based assessment).

1.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Courses using only competency-based assessment will have a grade-only awarded for each assessment task, in line with clause 15.2 of the procedure.Ìý

1.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A competency-based assessment task will not have a weighting toward a course result.

1.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý All requirements in the procedure apply to courses using only competency-based assessment unless stated otherwise.

1.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Clauses 2.3, 2.4, 2.5, 3.3 and 4 only apply to courses that use only competency-based assessment.

2. Achieving minimum level of competency for assessment tasks and courses

2.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An assessment rubric will define the minimum level of competency for a competency-based assessment task based on the subject matter.

2.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The minimum level of competency for a competency-based assessment task does not need to be equivalent to a standard Pass grade.

2.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The course outline will state:

• how the assessment task results, including those for any hurdle tasks, will be used for determining if a minimum level of competency has been achieved in the course
• the rules for a student having multiple attempts to demonstrate their competency.

2.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Where a student has made a genuine attempt and is assessed as not yet competent in a competency-based assessment task, the Course Authority will determine if and how another opportunity will be given to the student to demonstrate their competency, such as:

• allowing the student to resubmit or resit the assessment task
• providing the student with a supplementary assessment
• extending the student’s time in a workplace placement.

2.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Educational adjustments in a student’s learning plan will apply to any extra opportunity that is given to the student to demonstrate their competency, except where

• the extra opportunity is for the student having more time to resubmit their competency-based assessment task, and
• any extra time included as an educational adjustment in the student’s learning plan has already been applied to the competency-based assessment task.

3. Hurdle tasks

3.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A hurdle task is an assessment task that requires a student to be competent in the learning outcomes before they can:

• progress to the next stage in the course
• be considered as competent in the course.

3.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The course outline will state where an assessment task is a hurdle task.

3.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý All assessment tasks in a course will be hurdle tasks where the course uses only competency-based assessment.

3.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A Course Authority will determine where an assessment task will be a hurdle task in a standard grading course.

3.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student can only:

• be considered as competent in a course that has only competency-based assessment if they are competent in all the hurdle tasks in the course
• pass a standard grading course if they pass all the hurdle tasks in the course.

3.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý In circumstances students may have only one attempt to complete a hurdle task, which requires the assessor to provide feedback to the student:

• identifying any areas for improvement and guidance on how to improve before the final submission of the assessment task, such as using practice tests or providing written feedback on a draft
• before the midpoint of the duration for any progressive assessment task, such as class participation, workplace-based assessment or lab-based assessment.

4. Late submissions of assessment tasks

1.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A competency-based assessment task that is submitted late will:

• not be accepted for marking
• be awarded a grade of CN or FL.

1.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Numerical penalties in line with clause 16.9 of the procedure in the policy do not apply for a competency-based assessment task that is submitted late.

1.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý If a student is unable to submit a competency-based assessment task on time, as early as possible before the submission due date they can apply for:

• a short extension
• special consideration.

1. Equitable learning plan

1.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý In line with the , and Support for Students Policy, an educational adjustment will be made to a student’s assessment tasks as needed to support equity and inclusion in learning where the student meets any of the following criteria:

• has a disability
• has a chronic health condition
• has a mental health condition
• identifies as neurodivergent
• is experiencing the effects of trauma or distress (including from intimate partner violence, family violence or abuse)
• is a carer of a person with support needs or a disability.

1.2. A student may receive an approved ELP by:

• applying in line with clauses 1.3 – 1.4
• providing evidence in line with clauses 1.5 – 1.8
• meeting with an Equitable Learning Facilitator and developing an ELP in line with clauses 1.9 – 1.13.

Applying

1.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student will be eligible for an educational adjustment in line with clause 1.1.

1.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student will with the Equitable Learning Services (ELS) team.

Providing evidence

1.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An Equitable Learning Facilitator will collect evidence from the student relating to their condition or circumstances which require educational adjustments to assessment tasks, such as:

• supporting documentation in line with clauses 1.6 – 1.7
• information provided by the student
• information provided by the student’s parent, carer, educator, health practitioner or any other person as considered appropriate by the Equitable Learning Facilitator.

1.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student can provide supporting documentation for:

• the nature and duration of their condition or circumstances
• the impact their condition or circumstances are having on their learning and assessment tasks
• any treatment they are receiving.

1.7.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The supporting documentation will be:

• less than 2 years old
• in English
• a translated copy where the supporting documentation is provided by an overseas practitioner and not available in English
• written on letterhead, signed and dated by an appropriate medical practitioner, specialist, educational psychologist, qualified health practitioner or other qualified professional.

1.8.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An Equitable Learning Facilitator will assess the supporting documentation and information that has been provided and will determine if further evidence is required.

Developing an ELP

1.9.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The student will meet with the Equitable Learning Facilitator to determine the student’s educational adjustments based on:

• reasonable changes in line with clauses 19.1 and 19.2 of the procedure
• the impact of the student’s condition or circumstances.

1.10.ÌýÌýÌýÌýÌýÌýÌýÌý Where complex educational adjustments are required, the Equitable Learning Facilitator will consult with the Course Authority or other relevant staff to ensure that the proposed educational adjustments will enable the student to demonstrate their achievement of learning outcomes.

1.11.ÌýÌýÌýÌýÌýÌýÌýÌý The Equitable Learning Facilitator will document a student’s approved educational adjustments in an ELP.

1.12.ÌýÌýÌýÌýÌýÌýÌýÌý A student seeking changes to their ELP will provide further evidence to what they have already provided to the Equitable Learning Facilitator.

1.13.ÌýÌýÌýÌýÌýÌýÌýÌý The Equitable Learning Facilitator will provide a copy of the approved ELP to the student and their instructors at the beginning of the term or semester while the student is registered with the ELS team.

1.14.ÌýÌýÌýÌýÌýÌýÌýÌý Instructors or other staff, such as the faculty’s appointed Academic Disability Liaison Advisor, can with any questions or comments about the student’s ELP.

Renewing an ELP

1.15.ÌýÌýÌýÌýÌýÌýÌýÌý An ELP will automatically renew for each teaching period except for any of the following reasons:

• the Equitable Learning Facilitator reviews a student’s request to change their ELP
• the Equitable Learning Facilitator receives new information relating to a student’s condition or circumstances, and their impacts
• a student’s documentation for an educational adjustment has expired and they have provided to the Equitable Learning Facilitator new documentation for their condition or circumstances
• the Equitable Learning Facilitator has placed an end date on the educational adjustment.

Implementing an ELP

1.16.ÌýÌýÌýÌýÌýÌýÌýÌý An instructor will implement all educational adjustments to assessment tasks that are in a student’s approved ELP.

1.17.ÌýÌýÌýÌýÌýÌýÌýÌý Where an instructor is unable to implement an educational adjustment to an assessment task, in the following order:

• The instructor will contact their Faculty Academic Disability Liaison Adviser (ADLA) to discuss and get advice. This may resolve the matter and the educational adjustment can be implemented.
• If an alternative educational adjustment is suggested by the ADLA and instructor, they will seek approval from the Equitable Learning Facilitator to ensure it supports the student's learning needs.
• The Equitable Learning Facilitator will escalate the matter to the Head of School where agreement cannot be reached between the Equitable Learning Facilitator and the instructor.
• In exceptional cases where agreement cannot be reached between the Equitable Learning Facilitator and the Head of School, the Equitable Learning Facilitator will escalate the matter to the faculty’s Deputy Dean Education or Associate Dean Education.
• In extreme cases where agreement cannot be reached between the Equitable Learning Facilitator and the Deputy Dean Education or Associate Dean Education, the Equitable Learning Facilitator will escalate the matter to the Pro Vice-Chancellor Education who will determine the final outcome.

1.18.ÌýÌýÌýÌýÌýÌýÌýÌý The Equitable Learning Facilitator will advise the student of how the matter in clause 1.17 is progressing and the final outcome.

1.19.ÌýÌýÌýÌýÌýÌýÌýÌý Where the process in clause 1.17 impacts the assessment completion date or submission due date for the student, the Equitable Learning Facilitator will provide guidance to the instructor for what is best for the student’s learning needs.

2. Elite athletes, peformers and leaders learning plan

2.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An educational adjustment will be made to a student’s assessment tasks in a teaching period as needed where the student is in the Elite Athletes, Performers and Leaders Support Program and has known commitments that will impact their assessments during the teaching period.

2.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Where a student is in the Elite Athletes, Performers and Leaders Support Program and requires an educational adjustment:

• the student may contact their ºÚÁÏÍø´óÊÂ¼Ç nominated staff member and request an educational adjustment through an EAPLP
• Head of Sport and Local Community and Elite Athlete Program Manager will provide the student with a letter confirming that the student is entitled to an EAPLP with educational adjustments for the teaching period
• the student will present the letter to their instructors, preferably before the start of the teaching period but not later than the first week of the teaching period.

2.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The instructor will determine the student’s educational adjustments based on reasonable changes in line with clauses 19.1 and 19.2 of the procedure.

2.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Where the instructor and student cannot agree on the educational adjustments, the student may contact:

• Head of Sport and Local Community and Elite Athlete Program Manager
• Head of School.

2.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Where agreement cannot be reached following clause 2.4, the student may contact the Deputy Dean Education or Associate Dean Education.

2.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The educational adjustments that are implemented may include:

• the student having an online invigilated exam instead of an on-campus invigilated exam
• reweighting assessment tasks within the course
• the instructor providing alternative arrangements when the student is not available to attend a class in person, such as providing learning materials online.

2.7.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The student will not be penalised from the educational adjustment that is implemented. For example, where class discussion contributes to a course result, the student cannot be penalised for not contributing to class discussions where the educational adjustment allows the student to not attend classes and instead journal their reflections.

1. Exam administration and assurance

1.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A final exam or supplementary exam can be managed by:

• the Examinations team in the Division of Education and Student Experience in line with clauses 1.11 – 1.14 (centrally managed exam)
• a faculty in line with clauses 1.15 – 1.17 (locally managed exam).

1.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Any of the following will be a locally managed exam:

• a hexamester exam
• an exam scheduled during the teaching period
• a ºÚÁÏÍø´óÊÂ¼Ç Canberra exam.

1.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An invigilated final exam or supplementary exam will be a centrally managed exam unless the exam requires equipment or resources that cannot be provided centrally. This does not apply to a hexamester exam or a ºÚÁÏÍø´óÊÂ¼Ç Canberra exam which are always a locally managed exam in line with clause 1.2.

1.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Clauses 1.5 – 1.10 apply to a centrally managed exam and a locally managed exam.

1.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý To assure exam standards, each exam will have:

• a Course Authority to develop the exam
• a reviewer to review the exam before the exam date
• a referee to answer any questions during the exam
• an examiner to determine a provisional mark or grade for a student as required, before it is reviewed by the faculty review of results committee
• one or more assessors to mark or grade the exam.

1.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An instructor is always an examiner.

1.7.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A Course Authority can be either an examiner or a reviewer.

1.8.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The examiner and reviewer will be different people. The reviewer cannot write or mark the exam.

1.9.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A reviewer will have reviewed a final exam by the exam paper deadline as published in the Examinations Key Dates document.

1.10.ÌýÌýÌýÌýÌýÌýÌýÌý A student will follow all exam processes, such as providing their student ID and a student declaration when sitting an exam.

Centrally managed exam

1.11.ÌýÌýÌýÌýÌýÌýÌýÌý The Manager, Examinations Team will advise faculties at the beginning of each year, followed by a reminder in the first week of a teaching period, the processes and dates for exams, such as the deadline for a faculty:

• requesting a centrally managed exam for that term or semester
• advising a locally managed exam to be included in ºÚÁÏÍø´óʼǒs central exam timetable.

1.12.ÌýÌýÌýÌýÌýÌýÌýÌý The Manager, Examinations Team will develop ºÚÁÏÍø´óʼǒs central exam timetable by considering:

• class sizes and capacity of venues
• exams with large marking loads so they can be scheduled early in the exam period.

1.13.ÌýÌýÌýÌýÌýÌýÌýÌý A centrally managed exam will be 2 hours and 15 minutes in duration, including reading time. The exam duration will not include any set-up time before the exam, such as time allocated for students to resolve technical issues.

1.14.ÌýÌýÌýÌýÌýÌýÌýÌý A centrally managed exam can be scheduled:

• in the morning, afternoon or evening on a weekday
• on a Saturday usually in the morning or afternoon, as required.

Locally managed exam

1.15.ÌýÌýÌýÌýÌýÌýÌýÌý A locally managed exam scheduled during the final exam period or supplementary exam period will be included in ºÚÁÏÍø´óʼǒs central exam timetable.

1.16.ÌýÌýÌýÌýÌýÌýÌýÌý Faculties will be responsible for managing all aspects of a locally managed exam, including:

• preparing, implementing and administering the exam
• adjusting the exam to align with the educational adjustments in a student's learning plan
• securing all aspects of the exam, including storage and printing.

1.17.ÌýÌýÌýÌýÌýÌýÌýÌý Faculties will store a copy of the exam in the Records & Archives Management System so that it can be archived with all centrally managed exams.

1. Overview

1.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Programmatic assessment is where assessment is done using a whole-of-program approach to collect and aggregate evidence over time

• about a student’s progress toward achieving program-level or specialisation-level outcomes, competencies or capabilities
• through a variety of selected assessment tasks across a program or specialisation (including major or minor).

1.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Programmatic assessment builds on the mandatory requirements of program-level approaches to assessment in the procedure.

1.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Programmatic assessment can be used in any program or specialisation.

1.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Programmatic assessment may be appropriate when an accreditation body requires a student to demonstrate their learning of external standards at defined progression points in the program or specialisation before the student can progress or graduate.

1.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The program rules will state when programmatic assessment is being used.

1.6.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý All requirements in the procedure apply to programmatic assessment unless stated otherwise.

2. Designing programmatic assessment

2.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Assessment tasks will align to the assessment mapping in a program’s or specialisation’s curriculum map to assure a student’s learning toward each level of introducing, developing and learning a PLO, SLO or graduate capability.

2.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý An assessment task will be designed to:

• demonstrate a student’s progress in achieving the standards or milestones in a PLO, SLO or graduate capability
• allow evidence to be collected in support of a student achieving the standards or milestones in a PLO, SLO or graduate capability.

2.3.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý Decisions on a student’s progress in the program or specialisation, or having achieved a learning outcome, will be based on the total evidence collected across the assessment tasks for the PLO, SLO or graduate capability. The decision will not be based on an individual assessment task.

2.4.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The evidence collected from assessment tasks for a student’s progress toward achieving a PLO, SLO or graduate capability will be

• reviewed at least once a year by the Program Authority, or a delegate such as a competency committee or progression committee
• communicated to the student to support their learning and progress in the program or specialisation.

2.5.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý A student who is falling behind will have opportunities to improve their learning before a decision is made on their progress or graduation.

3. Student engagement with programmatic assessment

1.1.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The Program Authority, or a delegate such as a competency committee or progression committee, will encourage students before each program-level or specialisation-level assessment task to:

• set and monitor their learning goals in relation to a PLO, SLO or graduate capability
• self-assess their progress toward achieving their learning goals
• identify and develop a plan to address any gaps in their learning.

1.2.ÌýÌýÌýÌýÌýÌýÌýÌýÌýÌý The Program Authority, or a delegate such as a competency committee or progression committee, will guide a student with how to address any gaps identified in clause 3.1.