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.
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 exercise and assignment:
· 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 generalization of the concepts and principles of ABA and PBIS 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 behavioural 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 generalize 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.
Disruption to studies and extensions for assignments and problem solving exercises.
In extenuating circumstances, students may apply to the unit coordinator for an extension to the assignment due date or a later date for completion of a Problem Solving exercise. Reasons for the extension need to be documented through the disruption to study process through ask@mq.edu.au and supported (e.g., a Professional Authority Form in the case of illness).
Extension will only be granted in receipt of the completed form submitted through askMQ, plus documentation.
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
Grading Procedures
Results for all assessments will be reported as either grades (i.e., HD, D, Cr, P, F) or moderated scores. Raw scores for all assessments will be moderated according to the University guidelines so that work judged to be of a given standard is awarded a moderated score within the following distribution: High Distinction 85-100; Distinction 75-84, Credit 65-74; Pass 50-64; Fail 0-49.
For example, if it is judged that the HD standard for a particular assessment is met by work scoring 90-100, raw scores will be adjusted so that students received moderated scores between 85 and 100. Similarly, if it is judged that the Pass standard is met by work scoring 63 -70, raw scores will be adjusted so that students received moderated scores between 50 and 64. This moderation takes into account both the stated performance standards for the assessment component and the degree of difficulty of the specific task
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 all failing assessments are double marked.
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 MUSEC. 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, and Fail grades of 49 and below. 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. If you fail more than 51% of your units in a semester, you will be subject to review.
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.