General Assessment Information
Rationale for Modes of Assessment
Assignments are designed to enable you to reflect more deeply on a particular problem or
scenario and to write a considered response
Problem Solving Exercises are designed to assess understanding, problem solving and
application of concepts, principles and strategies covered in the unit.
Practicum – There is a five-day practicum placement linked to this unit. Competency based practicum assessment ensures students can apply in the classroom, the principles and strategies taught in the unit.
Assessment Weighting
There are several components of the assessment in this unit. All components must be completed. If you fail to complete all assessment components, a passing grade will not be awarded and students will receive an maximum numerical grade of 40.
Marking Criteria and Performance Descriptors for Problem Solving Exercises and Assignment
In general, markers will be looking for the following qualities in your responses to the questions
and scenarios in problem solving exercises and assignments:
• Concise address of the critical points in the scenarios provided.
• Appropriate critical analysis and justification where needed.
• Integration of information from relevant content in the unit.
• Quality of critical analysis
• Evidence of generalisation of the concepts and principles of ABA to new examples
• Evidence of a deep understanding of the range of factors which affect student behaviour and student learning.
• Evidence of a deep understanding of the principles underpinning functional assessment, related intervention design and monitoring.
You are encouraged to evaluate your work against these criteria.
Performance Descriptors
High Distinction
There is pervasive address of critical points in all responses and a demonstration of deep
understanding of all key principles. There are appropriate and concise justifications, descriptions
or analyses integrating relevant information. There is no evidence of consequential gaps in
understanding of basic principles and a clear ability to generalise concepts and principles to the
most difficult examples.
Distinction
There is extensive address of the critical points in all responses and a demonstration of deep
understanding of all key principles. There are appropriate and concise justifications or analyses
integrating relevant information. There is no evidence of consequential gaps in understanding of
basic principles although students may have difficulty in applying some concepts and principles
to the most difficult examples.
Credit
There is strong address of the critical points in the vast majority of responses and a deep
understanding of the majority of key principles. There are appropriate and concise justifications,
descriptions or analyses integrating relevant information. There may be a small number of
consequential gaps in understanding of basic principles. Students may have difficulty in applying
some concepts and principles to a limited number of examples.
Pass
There is solid address of the critical points in the majority of responses and a demonstration of
deep understanding of most key principles. There are appropriate and concise justifications,
descriptions and analysis integrating relevant information. Students may have difficulty in
applying some concepts and principles to some examples.
Fail
There is poor address of the critical points in the majority of responses. There is little evidence of
deep understanding of principles. Justifications, descriptions and analyses would often be
incomplete and/ or unclear. Students demonstrate a poor understanding of the majority of
concepts and principles and are only able to apply these to a minority of examples.
Resubmission
Students are required to gain an overall pass on the unit. You must gain an overall pass on
the problem solving exercise and the assignment.
Resubmission of assessments and assignments is not permitted.
Disruptions due to work commitments require a statutory declaration from a work supervisor (eg.School Principal) stating that the work commitment was not known at the time of enrolment.
University Disruption to Studies Policies and Procedures
You should read these documents and follow the policy and procedures.
Disruption to studies policy: http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Disruption to studies procedures: http://www.mq.edu.au/policy/docs/
disruption_studies/ procedure.html
Disruption to studies supporting evidence schedule: http://www.mq.edu.au/policy/
docs/ disruption_studies/schedule_evidence.html
Disruption to studies outcome schedule: http://www.mq.edu.au/policy/docs/
disruption_studies/ schedule_outcomes.html
Appeals
Appeals against grades for individual assessment components.
If any student has concern about the marking of an assessment, they must:
1. Consult the member of staff who marked the work.
2. If there is no satisfactory resolution, an appeal should be made in writing to the unit
convenor within one week of the marked assessment being returned or of results being
made available. The student should explicitly state the basis of the appeal.
The unit convenor will review the marking and may, at their discretion, ask for a re-marking by a
second marker. If re-marking by a second marker is judged appropriate, the final mark will
normally be the average of the two marks awarded for the assessment task. Students should
note that the revised mark for the task may be higher, the same, or lower than the original mark.
Please note that it is university policy to double mark all failing assessments. The decision of the unit convenor is final.
Appeals against final unit grades
Students should refer to the Grade Appeal Policy at http://www.mq.edu.au/policy/docs/
gradeappeal/policy.html and the Grade Appeal Procedures at http://www.mq.edu.au/policy/docs/
gradeappeal/procedure.html
Grade Appeals must be submitted within 20 days of the release of the unit results. Grade
Appeals are submitted through ask.mq.edu.au
Academic Honesty and Plagiarism
You must read the University's practices and procedures on Academic Honesty.
These are on the web at: http://www.mq.edu.au/policy/docs/academic_honesty/policy.html The
policies and procedures explain what academic honesty and plagiarism are, how to avoid
plagiarism, the procedures that will be taken in cases of suspected plagiarism, and the penalties
if you are found guilty. Penalties may include a deduction of marks, failure in the unit, and/or
referral to the University Discipline Committee. Details of possible penalties are
at http://www.mq.edu.au/policy/ docs/academic_honesty/schedule_penalties.html
Other important points:
• Close paraphrasing of another persons’ writing is considered to be plagiarism. You must
express ideas using your own words.
• Claim of ignorance of the University policy on plagiarism is NOT a defence within the University. If you do not understand the preceding information, please seek advice from a member of the academic staff.
University Assessment Policies
The University Assessment Policy, Code of Practice and Procedures are available at
http://www.mq.edu.au/policy/docs/assessment/policy.html
http://www.mq.edu.au/policy/docs/assessment/policy_code_of_practice.html
http://www.mq.edu.au/policy/docs/assessment/procedure.html
Standardised Transcript Marks
Your overall unit result will be assigned a standardised numerical grade (SNG) on your
University transcript. High Distinction grades are assigned a mark between 85 and 100,
Distinction grades between 75 and 84, Credit grades between 65 and 74, Pass grades between
50 and 64, Pass Conceded grades between 45 and 49 and Fail grades below 45. For further
information, see the Grading Policy.
Grade Descriptors
The following generic grade descriptors provide university-wide standards for awarding final
grades.
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 as
appropriate to the discipline.
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; convincing argumentation with appropriate coherent justification; 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;
routine argumentation with acceptable justification; 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 learning outcomes. There is missing or partial
or superficial or faulty understanding and application of the fundamental concepts in the field of
study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or
lacking communication of ideas in ways that give little attention to the conventions of the
discipline.
Fail Grades
Entry into units in the postgraduate coursework program requires a clear pass (i.e., a final unit
grade of at least “C” or “P”) in all previously completed SPED units. That is, you will not be
granted automatic entry into units if you have failures in previously attempted SPED prefixed
units. If you have failing grades on our record (1) you may be allowed to continue at the
discretion of the Director of MUSEC (or nominee) with a special approval (waiver), or, (2) You
may be required to reattempt the relevant units until a clear pass is obtained.
Students with fail grades MUST seek academic advice before attempting to re-enrol.
Satisfactory Progress
Students are expected to maintain satisfactory progress in a course/program of study. Normally,
students will be asked to show cause why their candidature should not be terminated if they fail
any unit twice. Further, students may be asked to show cause if they receive more than two
conceded passes and/or failures in a course/program of study.
General Assessment Information
Rationale for Modes of Assessment
Assignments are designed to enable you to reflect more deeply on a particular problem or
scenario and to write a considered response
Problem Solving Exercises are designed to assess understanding, problem solving and
application of concepts, principles and strategies covered in the unit.
Practicum – There is a five-day practicum placement linked to this unit. Competency based practicum assessment ensures students can apply in the classroom, the principles and strategies taught in the unit.
Assessment Weighting
There are several components of the assessment in this unit. All components must be
completed. You must pass the practicum and you must get an overall pass in the assignment
and the problem solving exercise.
Marking Criteria and Performance Descriptors for Problem Solving Exercise and Assignment
In general, markers will be looking for the following qualities in your responses to the questions
and scenarios in problem solving exercises and assignments:
• Concise address of the critical points in the scenarios provided.
• Appropriate critical analysis and justification where needed.
• Integration of information from relevant content in the unit.
• Quality of critical analysis
• Evidence of generalisation of the concepts and principles of ABA to new examples
• Evidence of a deep understanding of the range of factors which affect student behaviour and student learning.
• Evidence of a deep understanding of the principles underpinning functional assessment, related intervention design and monitoring.
You are encouraged to evaluate your work against these criteria.
Performance Descriptors
High Distinction
There is pervasive address of critical points in all responses and a demonstration of deep
understanding of all key principles. There are appropriate and concise justifications, descriptions
or analyses integrating relevant information. There is no evidence of consequential gaps in
understanding of basic principles and a clear ability to generalise concepts and principles to the
most difficult examples.
Distinction
There is extensive address of the critical points in all responses and a demonstration of deep
understanding of all key principles. There are appropriate and concise justifications or analyses
integrating relevant information. There is no evidence of consequential gaps in understanding of
basic principles although students may have difficulty in applying some concepts and principles
to the most difficult examples.
Credit
There is strong address of the critical points in the vast majority of responses and a deep
understanding of the majority of key principles. There are appropriate and concise justifications,
descriptions or analyses integrating relevant information. There may be a small number of
consequential gaps in understanding of basic principles. Students may have difficulty in applying
some concepts and principles to a limited number of examples.
Pass
There is solid address of the critical points in the majority of responses and a demonstration of
deep understanding of most key principles. There are appropriate and concise justifications,
descriptions and analysis integrating relevant information. Students may have difficulty in
applying some concepts and principles to some examples.
Fail
There is poor address of the critical points in the majority of responses. There is little evidence of
deep understanding of principles. Justifications, descriptions and analyses would often be
incomplete and/ or unclear. Students demonstrate a poor understanding of the majority of
concepts and principles and are only able to apply these to a minority of examples.
Resubmission of assessments and assignments is not permitted.
Students are required to gain an overall pass on the unit. You must gain an overall pass on
the problem solving exercise and the assignment.
Disruptions due to work commitments require a statutory declaration from a work supervisor (eg.School Principal) stating that the work commitment was not known at the time of enrolment.
University Disruption to Studies Policies and Procedures
You should read these documents and follow the policy and procedures.
Disruption to studies policy: http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Disruption to studies procedures: http://www.mq.edu.au/policy/docs/
disruption_studies/ procedure.html
Disruption to studies supporting evidence schedule: http://www.mq.edu.au/policy/
docs/ disruption_studies/schedule_evidence.html
Disruption to studies outcome schedule: http://www.mq.edu.au/policy/docs/
disruption_studies/ schedule_outcomes.html
Appeals
Appeals against grades for individual assessment components.
If any student has concern about the marking of an assessment, they must:
1. Consult the member of staff who marked the work.
2. If there is no satisfactory resolution, an appeal should be made in writing to the unit
convenor within one week of the marked assessment being returned or of results being
made available. The student should explicitly state the basis of the appeal.
The unit convenor will review the marking and may, at their discretion, ask for a re-marking by a
second marker. If re-marking by a second marker is judged appropriate, the final mark will
normally be the average of the two marks awarded for the assessment task. Students should
note that the revised mark for the task may be higher, the same, or lower than the original mark.
Please note that it is unversity policy to double mark all failing assessments. The decision of the unit convenor is final.
Appeals against final unit grades
Students should refer to the Grade Appeal Policy at http://www.mq.edu.au/policy/docs/
gradeappeal/policy.html and the Grade Appeal Procedures at http://www.mq.edu.au/policy/docs/
gradeappeal/procedure.html
Grade Appeals must be submitted within 20 days of the release of the unit results. Grade
Appeals are submitted through ask.mq.edu.au
Academic Honesty and Plagiarism
You must read the University's practices and procedures on Academic Honesty.
These are on the web at: http://www.mq.edu.au/policy/docs/academic_honesty/policy.html The
policies and procedures explain what academic honesty and plagiarism are, how to avoid
plagiarism, the procedures that will be taken in cases of suspected plagiarism, and the penalties
if you are found guilty. Penalties may include a deduction of marks, failure in the unit, and/or
referral to the University Discipline Committee. Details of possible penalties are
at http://www.mq.edu.au/policy/ docs/academic_honesty/schedule_penalties.html
Other important points:
• Close paraphrasing of another persons’ writing is considered to be plagiarism. You must
express ideas using your own words.
• Claim of ignorance of the University policy on plagiarism is NOT a defence within the University. If you do not understand the preceding information, please seek advice from a
member of the academic staff.
University Assessment Policies
The University Assessment Policy, Code of Practice and Procedures are available at
http://www.mq.edu.au/policy/docs/assessment/policy.html
http://www.mq.edu.au/policy/docs/assessment/policy_code_of_practice.html
http://www.mq.edu.au/policy/docs/assessment/procedure.html
Standardised Transcript Marks
Your overall unit result will be assigned a standardised numerical grade (SNG) on your
University transcript. High Distinction grades are assigned a mark between 85 and 100,
Distinction grades between 75 and 84, Credit grades between 65 and 74, Pass grades between
50 and 64, Pass Conceded grades between 45 and 49 and Fail grades below 45. For further
information, see the Grading Policy.
Grade Descriptors
The following generic grade descriptors provide university-wide standards for awarding final
grades.
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 as
appropriate to the discipline.
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; convincing argumentation with appropriate coherent justification; 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;
routine argumentation with acceptable justification; 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 learning outcomes. There is missing or partial
or superficial or faulty understanding and application of the fundamental concepts in the field of
study; missing, undeveloped, inappropriate or confusing argumentation; incomplete, confusing or
lacking communication of ideas in ways that give little attention to the conventions of the
discipline.
Fail Grades
Entry into units in the postgraduate coursework program requires a clear pass (i.e., a final unit
grade of at least “C” or “P”) in all previously completed SPED units. That is, you will not be
granted automatic entry into units if you have failures in previously attempted SPED prefixed
units. If you have failing grades on our record (1) you may be allowed to continue at the
discretion of the Director of MUSEC (or nominee) with a special approval (waiver), or, (2) You
may be required to reattempt the relevant units until a clear pass is obtained.
Students with fail grades MUST seek academic advice before attempting to re-enrol.
Satisfactory Progress
Students are expected to maintain satisfactory progress in a course/program of study. Normally,
students will be asked to show cause why their candidature should not be terminated if they fail
any unit twice. Further, students may be asked to show cause if they receive more than two
conceded passes and/or failures in a course/program of study.
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