Competency based assessment
In higher education, assessments must be able to recognise various levels of competencies in order to encourage students to become not only competent, but progress onto developing expertise. A key component of effective assessment in competency-based education is for assessments to be criterion-based using a developmental perspective. Defining the criteria in developmental terms, commonly called milestones or benchmarks, allows programs to determine whether the trainee is on an appropriate ‘trajectory'. Milestones provide specific guidance on trainee progress throughout the continuum of their training program. CHIR114 practical examinations are competency based.
For a more information see: "Competency-based Assessment, Macquarie University"
Passing the unit
There are 3 components to this unit:
1) Chiropractic technique (a minimum of 85% tutorial attendance is suggested in order to gain sufficient practical knowledge)
2) Chiropractic theory,
Hurdle Requirements and Serious Attempt Defined
A hurdle is a passing requirement for the unit. A serious attempt is the threshold when a second chance will be provided as an opportunity to meet the hurdle requirement.
CHIR114 has 2 hurdles. The hurdles, their serious attempt threshold, and the method of the second attempt are described below.
Hurdle 1) Chiropractic technique component (comprised of both spot tests and final practical exam): must obtain 50% of the combined available marks.
- Serious attempt: defined as gaining 40-49% of the final chiropractic practical exam.
- Second chance: a supplementary final chiropractic practical exam.
Hurdle 2) Physics theory component (comprised of the physics lab marks, the in-class physics exam, and the final physics theory exam): must obtain 50% of the combined available marks.
- Serious attempt: defined as gaining 40-49% in the final physics theory exam
- Second chance: a supplementary physics theory exam
You will be notified shortly after release of unit results of your eligibility for a hurdle retry. You must make yourself available during the Faculty Supplementary Examination period. For more information refer to the section "Policies and Procedures" within this Unit Guide.
Serious and unavoidable disruption
The University classifies a disruption as serious and unavoidable if it:
- could not have reasonably been anticipated, avoided or guarded against by the student; and
- was beyond the student's control; and
- caused substantial disruption to the student's capacity for effective study and/or completion of required work; and
- occurred during an event critical study period and was at least three (3) consecutive days duration, and/or
- prevented completion of a final examination.
Students with a pre-existing disability/health condition or prolonged adverse circumstances may be eligible for ongoing assistance and support. Such support is governed by other policies and may be sought and coordinated through Campus Wellbeing and Support Services.
If you apply for Disruption to Study for your final examination, you must make yourself available during the Faculty Supplementary Examination period. If you are not available at that time, there is no guarantee an additional examination time will be offered. Specific examination dates and times will be determined at a later date.
In this scenario, only your supplementary exam mark will count towards your final exam mark, irrespective of whether or not you attended the final exam in the normal examination period. The submission of a Disruption to Studies form should not be used as a ‘just in case’ strategy.
High Distinction: provides consistent evidence of deep and critical understanding in relation to the learning outcomes. There is substantial originality and insight in identifying, generating and communicating competing arguments, perspectives or problem solving approaches; critical evaluation of problems, their solutions and their implications; creativity in application.
Distinction: provides evidence of integration and evaluation of critical ideas, principles and theories, distinctive insight and ability in applying relevant skills and concepts in relation to learning outcomes. There is demonstration of frequent originality in defining and analysing issues or problems and providing solutions; and the use of means of communication appropriate to the discipline and the audience.
Credit: provides evidence of learning that goes beyond replication of content knowledge or skills relevant to the learning outcomes. There is demonstration of substantial understanding of fundamental concepts in the field of study and the ability to apply these concepts in a variety of contexts; plus communication of ideas fluently and clearly in terms of the conventions of the discipline.
Pass: provides sufficient evidence of the achievement of learning outcomes. There is demonstration of understanding and application of fundamental concepts of the field of study; and communication of information and ideas adequately in terms of the conventions of the discipline. The learning attainment is considered satisfactory or adequate or competent or capable in relation to the specified outcomes.
Fail: does not provide evidence of attainment of all learning outcomes. There is missing or partial or superficial or faulty understanding and application of the fundamental concepts in the field of study; and incomplete, confusing or lacking communication of ideas in ways that give little attention to the conventions of the discipline.
A minimum of 50% in each of unit component AND a minimum 50% aggregate raw mark.
A minimum of 50% in each of unit component AND a minimum 65% aggregate raw mark.
A minimum of 50% in each of unit component AND a minimum 75% aggregate raw mark.
A minimum of 50% in each of unit component AND a minimum 85% aggregate raw mark.