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E/6.3 Alternative arrangements for assessment |
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6.3.1 Alternative arrangements for assessment
This policy should be read in conjunction with the QUT Student Rules and the procedural information provided on the Student Services website. 6.3.1 Alternative arrangements for assessmentThe University can make alternative arrangements for assessment in the following cases:
In addition, alternative examination sittings may be arranged for students with religious obligations which preclude attendance at a particular time. More information can be found in the examination timetabling policy (see E/6.1 ). 6.3.2 Deferred examinationsStudents who through medical or other exceptional circumstances are unable to attend an examination at the prescribed time may apply to sit for a deferred examination. Applications are considered by executive deans of faculty (see Student Rule 33). A deferred examination is regarded as a significant concession to a student and, as such, will only be granted when a properly documented and timely case is made by the applicant. Students will not be granted an unlimited number of deferred examinations over the course of their studies. Applications for deferred examinations must include detailed documentation of the medical or other grounds upon which the application is based. Applications should normally be submitted prior to or within three working days of the examination date. Normally, deferred examinations are not granted to candidates who misread examination timetables. Documentation requirements and application forms are available on the Student services website . 6.3.3 Assessment for students with disabilitiesStudents with permanent or temporary disability have the right to alternative arrangements for assessment which provide equality of opportunity to enable students to fulfil course requirements. Students should contact the relevant campus Disability Officer early in the teaching period and preferably prior to the published date for withdrawal without financial penalty for the relevant teaching period. Alternative arrangements for assessment are negotiated between the student, Disability Officer and the course coordinator. Students are required to present evidence to the Disability Officer, usually in the form of documentation from a medical or other relevant specialist practitioner which substantiates the nature of the special need. The University adheres to principles of confidentiality and privacy and documentation together with records of interviews are maintained by the Disability Officer. The Disability Officer will develop a service plan which includes recommendations for alternative arrangements for assessment for approval by the relevant course coordinator. Service plans are reviewed and re-negotiated each semester. The student will be advised in writing of any alternative arrangements for their assessment. Further information on support provided by the University for students with disabilities is contained in the Guide for Students with Disabilities . Refer also to University policy on disability services (see A/8.6 ). a) Centrally organised assessment For centrally organised examinations, responsibility for the conduct and administration of alternative assessment provisions for students with disabilities, including the costs of employing invigilators, personal assistants and providing examination materials, rests with the Student Business Services Department. b) School-based assessment For assessment other than central examinations, administrative and financial responsibility, including organisation of appropriate equipment and support personnel, rests with faculties and schools. 6.3.4 Reasonable adjustments for students from non-English speaking backgroundsQUT supports the provision of reasonable adjustments in examinations for students from non-English speaking backgrounds. Guidelines for assessing the need of students to be provided with reasonable adjustments are available from the Student Services website and are intended to provide a framework for faculties to construct adjustments to examination processes for students from non-English speaking backgrounds. The assessment of a student's situation, and the decision on a reasonable adjustment, is made by the course coordinator on the advice of the coordinators of the units in which the student is enrolled. Where a student is completing a double degree program, or where units in more than one faculty are included, the student must approach the relevant faculty for adjustments in units offered by it. The procedures set down by Student Business Services Department (Examinations Section) for the identification of students provided with special considerations will apply, and Student Business Services Department is responsible for implementing these procedures. Definitions For the purpose of this policy, international and domestic students from non-English speaking backgrounds are defined as follows
Principles for the provision of adjustments In an assessment situation where time is limited the speed at which a student can respond is a factor in their result for that assessment. Students from non-English speaking backgrounds may take additional time to translate the examination paper, and similarly to translate their responses. The time taken for such translation can constitute a disadvantage, and a lack of equal opportunity. Any adjustments provided should be sufficient to overcome disadvantage and provide equal opportunity but should not constitute an advantage for the student. Any adjustments are to assist 'translation time' and do not constitute a lowering of standards for learning outcomes associated with literacy/communication skills. Adjustments are to be applied to both international and domestic undergraduate and postgraduate students. Any requirement for assessment of need is made on an individual basis. However, it may be appropriate to standardise the adjustments for cohorts of students. Not all students of non-English speaking backgrounds will need adjustments. Nor is it anticipated that students would require adjustments for the entire course of study. Rather, there is an expectation that students will take responsibility for engaging assistance to aid them in developing proficiency with the English language. With that in mind, agreements for adjustments would not extend beyond the teaching period in which they applied and students are expected to reapply, if necessary, each teaching period. Where an examination is explicitly testing learning outcomes related to literacy/communication skills, at speed, under pressure, then the adjustments for extra time and/or the provision of a dictionary may be unwarranted. Where speed of student response is not explicitly being tested as a learning outcome, faculties should consider ways and means of structuring the assessment items so that speed of student response is eliminated as an advantage/disadvantage. The proficiency level of the individual students, the type and purpose of the examination, plus other considerations should inform the scope of the adjustment to be provided. Adjustments The only adjustments provided by this policy are
6.3.5 Lost, stolen or damaged assessment itemsAll staff who handle student assessment items have a responsibility to exercise due diligence in handling those items to ensure they are not lost or damaged. In some cases, however, there may still be instances in which assessment items are lost. Students should keep a copy of all written assessment items before lodging them with staff. In some instances, schools or faculties have developed systems to record assessment submission. The University should inform students about assessment processes, and students should ensure that they are aware of these processes. Where a student's assessment submission can not be located and there is a strong case made that the item had been submitted, the unit coordinator involved should consult the course coordinator and advise the head of school. The student should be included as soon as possible in the negotiation of steps to be taken to resolve the matter. Options to deal with lost assessment may include:
The student's preferred option should be adopted wherever possible. However, if the unit coordinator concludes that the student's option is unsuitable having regard to assessment objectives and outcomes (for example, where the item forms the only assessment for one of the unit objectives), a written justification for the rejection of the student's chosen method should be made by the unit coordinator and provided to the student through the head of school. In the case where there is not reasonable support for the student's claim that the assessment task was properly submitted, the unit coordinator and course coordinator may still recommend to the head of school that the student be offered the chance to resubmit or repeat the assessment task. Modification History
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