3.0 Assessment

Assessment drives learning. This is an opportunity to direct students to learn the key skills/knowledge for the Unit of Study through assessment design. It is fair for students to know how they will me assessed before they submit their assignments. The marking schema can be designed to direct their learning towards what is important. Marking is a significant contributor to overall workload. Assessment design that takes into consideration both effort and consistency in marking benefits everyone in the unit of study.

** Students must complete the academic honesty module in Blackboard with a mark above 80% by the final day of exams, or an Absent Fail (AF) grade will be given for the entire unit. Students can complete the module multiple times until this grade is achieved. Students who completed the module with a score of 80% or above last semester do not need to do it again.

Assessment tasks need to be spread throughout the semester/unit and include formative tasks (which focus on development of knowledge, skills etc and improvement) as well as summative tasks which primarily focus on measuring performance. The forms of assessment need to be varied in relation to the nature of the learning outcomes e.g. a written report, an oral presentation of risks and opportunities facing a particular business and include written communication skills where relevant.

Please see Curtin University's guide for ideas on developing different forms of assessment.

Please list the assessments (e.g. essay, report, case study, group project, online discussion, exam etc), their relation to the Unit Learning Outcomes, the weight, date due and word length.

Include details of late penalties if they apply to any assessment submitted after the due date (and before the closing date). For assignments this might be approximately the date feedback will be provided or assignments are returned to students and for exams this will be the date of exam.

Add any special provisions in relation to assessment.

3.1. Detailed assessment information

Examples of detailed assessment information include:

• For exams state the duration of the exam, whether or not it is open or closed book, the types of question (where relevant), and whether aids, e.g. calculators are permissible.
• For written assignments provide assessment criteria information, specify the word limit including whether tables, graphs and appendices are included in the word limit. Specify lateness penalties that will be applied and the final date after which submissions will not be accepted. How will students receive feedback to advance their learning?
• For group projects specify assessment criteria, whether the same mark is awarded to every member of the group and whether there is any peer evaluation and if so how and when this will occur (note that some form of peer monitoring and if necessary adjustment for individual contribution is required where weighting > 30%). How will students receive feedback?
• For participation be clear about criteria being used to assess participation (essential if it is worth 10% or more). See Student Tutorial Participation Tip Sheet

Where groupwork is included consider if you are assessing:

• Demonstrated ability to work effectively as a team member (process) AND/OR
• Demonstrated application of knowledge for successful task completion (process) AND/OR
• The quality of the group’s output (product)

For more information, refer to the School groupwork webpages.

3.2. Referencing style and style guide

Specify the referencing style and add an appropriate style guide.

3.3 Feedback on assessment

Examples of information on how feedback will be provided.

3.4. Academic honesty, plagiarism, legitimate cooperation and groupwork

This section must stay in the unit outline.