Students study core units, plus select units from electives to suit their career aspirations. Learning outcomes Course Learning Outcomes express learning achievement in terms of what a student should know, understand and be able to do on completion of a course. These outcomes are aligned with the graduate attributes.
Objective The objective of this policy is to provide a framework for the design, delivery and implementation of assessment of students in award and non-award courses and subjects. Assessment is designed to contribute to high quality learning by students, and to allow for quality assurance and the maintenance of high academic standards.
This policy applies to: This policy does not apply to theses in graduate research courses which are covered by the Graduate Research Training Policy or to students undertaking Community Access Programs in non-assessed mode 3.
Policy Assessment and determination of results 4. Every enrolled student is assessed unless they have been excluded from assessment. Student results in a subject are determined by the means specified in the course and subject approval instrument, and detailed in the Handbook and subject outline.
Components of assessment may be administered in any form and subject to any conditions specified in the subject outline.
Students enrolled in a subject must be available, prepared and equipped for the time, place and mode of assessment, including being available in the scheduled examination and assessment period, and the supplementary assessment period, for the subject.
Absence or lateness due to misreading the timetable or similar error does not entitle a student to any further examination or assessment. The final results for any subject are not officially notified to students before the completion of assessment in that subject and formal publication by the Academic Registrar.
Exclusion from assessment by the Academic Registrar 4. The Academic Registrar may direct that a student be excluded from attempting any component of assessment, or that the results obtained by the student in any assessment be withheld, if the student: The Academic Registrar must inform the relevant dean of any directions given under 4.
Exclusion from assessment by a dean 4. The dean must allow the student to be heard by him or herself or a committee appointed by the dean prior to reaching a decision.
Board of examiners 4. The dean must establish a board of examiners BoE for each subject. The BoE consists of at least: The dean or a person nominated by the dean takes the place of the head of department on the BoE if: The head of the relevant department or an academic staff member nominated by the dean, chairs the BoE.
The quorum for a BoE is two academic staff members. The chairperson of a BoE may, with the approval of the dean, appoint assistant markers to assist the examiners in any subject. If a subject pertains to more than one faculty: The Board has oversight of assessment and is responsible for overall quality assurance and continuous quality improvement in assessment across the University.
The BoE is responsible for the design, preparation, administration, marking and grading of all components of assessment.
The dean is responsible for the management and supervision of faculty-based, formal, supervised written examination. Upon request of a dean, the Academic Registrar is responsible for the management and supervision of centrally scheduled, formal, supervised written examinations that are of 2 or 3 hours duration.
Deans must ensure that subject co-ordinators whose subjects include centrally organised examinations as part of the assessment: Assessment design, marking and grading 4.
Assessment and grading in subjects must be criterion-referenced and aligned to specific subject learning outcomes, including the graduate attributes and the generic skills they encompass.
Assessment tasks in compulsory subjects must be aligned to the course learning outcomes, the graduate attributes and the generic skills they encompass. Assessment must be balanced to provide diagnostic, timely and meaningful feedback on formative assessment tasks, as well as summative judgments about academic performance.
Assessment must be fair, equitable, inclusive, objective and auditable and meet the needs of a diverse student population. Grading must be designed to record and report whether or not students have demonstrated an overall level of performance that warrants successful completion of a subject and to allow excellent achievement to be recognised and rewarded, in accordance with the approved marking scheme for that subject.Melbourne Law School is a leader and innovator in legal education, and a vibrant place of learning that values ideas, excellence and intellectual exchange.
The Melbourne JD (Juris Doctor) leads to admission to the legal profession in all Australian jurisdictions and can also be used as a basis for. This course has a focus on generic writing skills without focusing on any one particular genre.
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