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(1) To articulate the University’s approach to maintaining consistency and integrity in assessment of student achievement. (2) Moderation of assessment covers the entire assessment event, including the design and post-event analysis of the fitness of the assessment of student learning. Assessment tasks and outcomes each require moderation to ensure consistency in measurement of student achievement of intended learning outcomes including between different markers and locations. (3) These Procedures apply to all coursework subjects. (5) Assessment outcomes should be moderated using appropriate methods, taking into account staff workloads and constraints including teaching on multiple campuses and assessment timing. (6) Where there are multiple instances of the subject and/or multiple people marking assessment tasks the University expects moderation of a selection of responses to assessment tasks. It is the responsibility of the Subject Coordinator to determine which responses should be moderated, in consultation with members of the Subject Teaching Team. (7) Where there is more than one person marking an assessment task the use of marking schemes or grading descriptors indicating expected standards against assessment criteria will facilitate moderation of assessment outcomes. (8) Major Assessment tasks also require moderation, which may require the appointment of a ‘second examiner’ for individual tasks worth more than 20% of the final assessment in the subject. The ‘second examiner’ may be another member of the subject teaching team or a discipline expert. (9) Student numbers rather than names are to be used as identifiers on examination papers, to facilitate anonymity of candidates. (10) If a member of staff has, or has had, a significant personal relationship with a student, assessment tasks submitted by that student should be marked by a third party. (11) Assessment tasks should be aligned with learning activities designed to assess whether a student has achieved the intended learning outcomes for the subject and where appropriate, the course. Assessment tasks should be a mixture of both formative and summative assessments, each clearly defined with specified criteria and standards appropriate for the level of the students enrolled. (12) Major Assessment tasks (worth more than 20% of the final grade in the subject) should be moderated to ensure tasks are: (13) Methods for moderating assessment tasks might include: (14) A marking scheme should be developed by the assessment task developer and provided to any person marking an assessment task. This should link the assessment criteria to the grading standards allowing assessment of a student’s achievement. (15) All assessment outcomes should be moderated for quality, fairness and consistency against the criteria and standards. Moderation is particularly important where assessments are graded by multiple staff and/or the subject is taught over multiple campuses. (16) Some possible methods of moderating assessment outcomes include: (17) In choosing a moderation method the Subject Coordinator needs to consider what the possible contributors to a lack of comparability may be. Some examples of situations that might call for different moderation methods include: (18) Moderation of assessment outcomes by definition occurs prior to the ratification and release of results. After release of results examination of grade distributions or comparison of student work may only be used as a means of review and future improvement to the subject. Published student results may not be altered as a result of such reviews. (19) All efforts should be made to ensure anonymous grading of examinations. Student numbers are used as identifiers on formal examinations rather than student names. (20) If a student or other staff member considers that this Policy and Procedures are not being followed, a complaint should be made in accordance with the Academic Integrity Policy or Student Complaints Management Policy and associated procedures and guidelines. (21) In most circumstances an approach to the staff member involved or to the Subject Coordinator would be the first step to take. (22) This form should be completed by the Subject Coordinator for any subjects: (23) The form, once completed, should be provided to the Head of School at the end of each teaching period for his or her signature and referral as necessary. (24) For the purposes of this Policy and Procedure:Assessment (Moderation and Integrity) Policy
Section 1 - Background and Purpose
Section 2 - Scope
Top of PageSection 3 - Policy Statement
Moderation of Assessment Outcomes
Integrity
Section 4 - Procedure
Part A - Assessment Design
Part B - Moderation of Assessment Tasks
Part C - Methods for Moderating Assessment Tasks
Part D - Marking Schemes or Rubrics
Part E - Moderation of Assessment Outcomes
Part F - Choice of Moderation Method
Part G - Moderation versus Review
Part H - Anonymity of Examination Marking
Part I - Complaints
Part J - Subject Review Form
Section 5 - Definitions
Top of PageSection 6 - Stakeholders