School Of Education - UNSW Arts And Social Sciences

Arts & SocialSciencesSchool of EducationGuidelines on AssessmentPolicy and Procedures2020 v1(subject to change)

Table of ContentsASSESSMENT.2Purpose of Assessment .2Submission of Assessments .2Penalties for Late Submissions .2Special Consideration .3Supplementary Assessment .3Grading .3School of Education Grade Descriptors.3Hurdle requirements .5Return of Assessments.5Resubmission of Work .5Review of Results .5ATTENDANCE.6School of Education Attendance Requirement .6Absence from scheduled classes .6Timetable Clash .7Permission to attend EDST lectures online – Rules and Procedures .7Partial absences .7Course withdrawal .7ACADEMIC HONESTY AND PLAGIARISM .8Plagiarism .8Response to Plagiarism .8Other Forms of Academic Misconduct .9STUDENT SUPPORT SERVICES .9University Counselling and Psychological Support (CAPS) .9Disability Support Services .10Academic Support .10Student Complaints .10COURSE AND PROGRAM EVALUATION AND DEVELOPMENT .10PROGRAM DIRECTORS .10PROGRAM AUTHORITY.11ACADEMIC ADVISING.11SED PROGRAM RESOURCES .11STANDARDS RESOURCES .11AITSL Australian Professional Standards for Teachers .11National Priority Area Elaborations .11The School of Education acknowledges the Bedegal people as the traditionalcustodians of the lands upon which we learn and teach.The latest version of this document can always be found ses/course-outlines/Page 1 of 12School of Education Guidelines on Assessment Policy and Procedures 2020 v.1 (subject to change)

ASSESSMENTAll UNSW Arts & Social Sciences students are required to follow UNSW Academic Policiesand UNSW Arts & Social Sciences Guidelines and Protocols while they are enrolled in theirprogram.For information regarding the UNSW assessment policy please assessment/AssessmentatUNSW.htmlFor the Faculty of Arts & Social Sciences Protocols and Guidelines please e of AssessmentThe primary aim of assessment at UNSW is to support student learning, hence there shouldbe a clear and explicit relationship between stated assessment tasks and expectations,course outcomes and course content.Variation in assessment tasks within and across the School of Education is encouraged inorder to maintain student interest, to cater for and stimulate different ways of student thinkingand learning, to reflect the different academic and professional demands of different coursesas well as to foster student development and progression over the length of a program. Suchvariations also provide a good model of assessment for teachers and future teachersenrolled in the school’s programs.Informal oral presentations to peers are strongly encouraged as an intermediate steptowards individual written assignments and as a source of formative assessment and peerfeedback. In cases where oral presentations are used as a form of summative assessment,the presentations will be recorded in an appropriate format (e.g. notes, audio-tape etc) toallow for re-assessment if necessary; all accompanying notes and handouts will be collected.Group assessment is also often used to encourage collaborative learning. It also allowsstudents to engage in much more complex assessment tasks than would be possible withindividual assessment tasks. However, if group work is used for graded assessment, it willalways include an individual assessment component as well.Submission of AssessmentsIt is mandatory for all students to use the American Psychological Association (APA)formatting and citation styles in all written assignments/assessments unless otherwisestated. The style guide and related resources are available at http://www.apastyle.org/.Students commencing in coursework and research programs are encouraged to acquire acopy of the current APA Publication Manual.See the UNSW Learning Centre website for support with academic sultations-academic-supportAll assessments must be submitted electronically using Turnitin via Moodle. Assessmentsare due by 5:00 pm sharp on the due date. Submissions after 5:00 pm are considered late.Students are advised to submit well before the due time to avoid unanticipated technicaldelays or failures. Always retain a copy of work submitted. Students are required to keep alldrafts, original data and other evidence of the authenticity of the work for at least one yearafter assessment. If an assessment is mislaid the student is responsible for providing afurther copy.Penalties for Late SubmissionsRefer to the following policy - Extensions and late submissions of academic-information/Protocols-Guidelines/Page 2 of 12School of Education Guidelines on Assessment Policy and Procedures 2020 v.1 (subject to change)

In the situation where a student completes an assessment that is of satisfactory quality, butonly fails the assessment task due to lateness, AND the student achieves an overall mark ofat least 50% in the course after the deduction of all penalties, the student may be deemed tohave passed the course.Special ConsiderationSickness, misadventure, or other circumstances beyond your control may prevent you fromcompleting a course requirement or attending or submitting assessable work for a course, ormay significantly affect performance in assessable work, e.g., formal end of sessionexamination, class test, or seminar presentation.If you have any questions regarding the current process, please email your Course Convenordirectly.Refer to the following policy for further information about Special onsiderationSupplementary AssessmentA supplementary assessment may be made available to students in their first year of initialteacher education programs. It will be offered to a student who has: has not previously had any fails or second attempts in this course, attempted the originalend-of-course final assessment and failedOR was unable to complete the assessment and their request for Special Consideration wasapprovedThat is, anyone who failed the first assignment, was allowed a resubmission andsubsequently passed with 10/20 will NOT be permitted a supplementary assessment for thesecond assignment.GradingThe marking or assessment criteria and associated set of grade descriptors (Grades HD, D,C, P, FL) for each assessment task should be discussed with students to facilitate learningduring the process of working on the assessment tasks. The assessment criteria and gradedescriptors should also form the basis of, and be linked to, the assessment feedbackprovided to students. Assignments are usually marked on a 20-point scale.In the School of Education all staff are required to undertake small-group standardisation of arepresentative sample of assessments with staff teaching in similar areas (e.g. as part ofspecialisation or course-level activities) at least once each semester before the submissionof results. Grade distributions for each class are also closely monitored and evaluated, andstaff asked to explain any unusual results. All potential failures are double-marked as are allsuspected plagiarism cases.School of Education Grade Descriptors(HD) HighDistinction (85%and above)The assignment is of exceptional quality and meets all learningoutcomes at a consistent and sustained level. It reveals a deepunderstanding of the question or issue under consideration, and highlyinformed, original and creative analytical and evaluative thinking. Thewriter displays a substantial familiarity with the research literaturerelating to the issues discussed and relates his or her argumentsstrongly to the findings of this literature. The assignment is also veryPage 3 of 12School of Education Guidelines on Assessment Policy and Procedures 2020 v.1 (subject to change)

well-organised and very well-written, demonstrating the ability tocritically evaluate competing arguments, perspectives and/orapproaches, and the ability to communicate ideas accurately, fluentlyand clearly in terms of the conventions of the discipline and audience.(DN) Distinction(75-84%)(CR) Credit(65-74%)(PS) Pass(50-64%)(FL) Fail(less than 50%)(SY)Satisfactory(LE) Late Entry(AF) Absent Fail(UF)UnsatisfactoryFail(NC) NotCompleted(AW) AcademicWithdrawalThe assignment is of excellent quality and meets all learning outcomesat a consistent level. It demonstrates a very clear understanding of thequestion or issue under consideration and shows evidence of wellinformed analytical thinking with the integration and evaluation ofcritical ideas, principles and theories, and insight and ability in applyingrelevant skills and concepts in relation to learning outcomes. Thewriter displays a substantial familiarity with the research literaturerelating to the issues discussed and relates to his or her arguments tothe findings of the literature. The assignment is well-organized andwell-written with convincing argumentation and the ability tocommunicate ideas fluently and clearly in terms of the conventions ofthe discipline and audience.The assignment is of good quality and meets all learning outcomes atan appropriate level. It demonstrates a clear understanding of thequestion or issue under consideration and shows some evidence ofanalytical thinking that goes beyond replication of content knowledgeor skills relevant to the learning outcomes. The writer displaysfamiliarity with the research literature relating to the issues discussedand relates his or her arguments to the findings of this literature. Theassignment is well organized and well-written with clear argumentationand the ability to communicate ideas fluently and clearly in terms of theconventions of the discipline.The assignment is of adequate quality and provides evidence ofattainment of all learning outcomes. It demonstrates a clearunderstanding of the question or issue under consideration. The writerdisplays a familiarity with some of the research literature relating to theissues discussed. The assignment is moderately well-organised andthe arguments can be clearly understood with communication ofinformation and ideas following the conventions of the discipline.The assignment is not adequate in quality or content, and does notprovide evidence of attainment of learning outcomes. The writer fails todemonstrate a clear understanding of the question or issue underconsideration, with missing or partial or superficial or faultyunderstanding and application of the fundamental concepts in the fieldof study. Little or no mention is made of the research literature relatingto the issues presented. The assignment is poorly structured andmeaning is at times unclear, with missing, undeveloped, inappropriateor confusing argumentation and communication of ideas with littleattention given to the conventions of the discipline.Satisfactory completion of a course for which a graded pass is notawarded. No mark is given.A result has not been submitted by the course authority.Unsatisfactory performance, no assessment attempted.Unsatisfactory performance in an essential component of the course.Course assessment requirements have not been completed in a timelymanner.Student discontinued the course.Page 4 of 12School of Education Guidelines on Assessment Policy and Procedures 2020 v.1 (subject to change)