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. CHIR3106 practical examinations are competency based.
For a more information see: "Competency-based Assessment, Macquarie University"
Passing the unit
There are 2 components to this unit:
1) Chiropractic technique (a minimum of 85% tutorial attendance is RECOMMENDED in order to gain sufficient practical knowledge)
2) Chiropractic theory
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.
Specific details of the Assignment will be provided on the unit’s iLearn page. The assignment must be submitted by the due date.
Extension to the due date may be granted under extenuating circumstances. Application for extensions must be made under the Special Consideration Policy, applied for through ask.mq.edu.au within 5 days of the disruption and before the submission date of the assignment. Resubmission of assignments will not be considered under usual circumstances. Late submissions will receive a 5% per day penalty including weekends and public holidays. If you submit the assessment task 10 days or more beyond the due date, without an approved extension, you will be awarded a maximum of 50% of the overall assessment marks.
Nb.The assessment due dates in this unit guide are correct as of 12th July 2021. Assessment due dates may change should future Public Health Order and/or University advice affect on-campus activities. Specifically the due date for the research assignment may change as a result of COVID-19 restructure of tutorial delivery.
Any revision of assessment due dates will be notified through iLearn and will allow adequate time to complete the task.
High Distinction: (minimum 85% aggregate mark) 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: (minimum 75% aggregate mark) 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: (minimum 65% aggregate mark) 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: (minimum 50% aggregate mark) 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.