Assessment Quality Assurance Procedure

1. The purpose of our procedure

Our procedure outlines the processes we use to meet the regulatory, accreditation, and other internal and external requirements for assessment quality.

Please read this procedure in conjunction with:

• Assessment Policy
• Academic Integrity Policy
• Assessment Procedure
• [Certified Assessment Procedure]
• Curriculum Quality Assurance Procedure
• Grading Procedure
• Variations in Assessment Procedure
• Work Integrated Learning Procedure.
  

2. What our procedure applies to

Our procedure applies to undergraduate and postgraduate coursework at Adelaide University, including:

• single courses
• cross-institutional enrolments
• short courses
• micro-credentials
• non-award courses
• offshore courses. 

3. Our assessment quality assurance procedure

Our procedure ensures that assessment practices are valid, reliable, consistent and fair. They support meaningful student learning, uphold academic standards and maintain public confidence in our qualifications. Assessment methods are aligned with the learning outcomes being assessed. This procedure outlines our approach to assuring the quality and integrity of assessment at all stages of the assessment cycle.

Moderation is a key component of assessment quality. It refers to the processes used to ensure consistent interpretation and application of academic judgement.

3.1 How we include stakeholders in our assessment quality assurance procedures

We will provide students, industry and community representatives with opportunities to be active contributors to our assessment quality processes in keeping with our Curriculum Quality Assurance Procedure. For more information, see [website].
Refer to the Curriculum Quality Assurance Procedure for further details.

3.2 How we review and quality assure our assessment

3.2.1 College assessment quality assurance plans

Each College must have a [College Assessment Quality Assurance Plan]. Each plan must be approved by the [College Committee] and reported annually to the [Education Quality & Standards Committee]. For more information, see [website].

3.2.2 Reporting and review requirements

Each College must ensure that its [College Assessment Quality Assurance Plan] is reviewed and reported in alignment with [the Curriculum Quality Assurance Procedure and broader institutional review frameworks] and the following requirements:

• [College Deans Academic] must provide an annual [College Assessment Quality Assurance Report] to the [College Committee or delegated Committee].
• A report on assessment quality practices and outcomes must be included as part of the reaccreditation report for each program review. 
• Each [College Assessment Quality Assurance Plan] must be reviewed by its [College Committee] at least once every three years.

3.2.3 Plan specifications

Each College must ensure that its [College Assessment Quality Assurance Plan] specifies how:

• The elements of assessment quality are reviewed every time a course is offered to students.
• Assignments are reviewed in relation to course learning outcomes, standards, student workload, opportunities for academic dishonesty, and, where applicable, professional accreditation requirements or professional practice.
• The quality of feedback provided to students is reviewed.
• The nature and timing of external benchmarking of assessment quality practices is specified.
• Students have the opportunity to provide constructive feedback on assessment processes and assignments through Adelaide University's Feedback on Learning Experience (FLEX) system, embedded in programs and courses.
• Equivalent practices are established for alternative forms of course delivery, such as offshore or external.
• Accuracy and integrity of the administrative aspects of assessment are confirmed. This includes checking grade calculations and data entry, verifying adherence to assessment rules, and ensuring academic integrity processes are followed.

Where courses are delivered through Adelaide University Online or other [non-College units], equivalent quality assurance practices must be applied in collaboration with the relevant [academic unit]. Refer to the Curriculum Quality Assurance Procedure for further details.

3.2.4 Moderation practices

Each College must ensure that its assessment quality practices specify how moderation is implemented and assured, including:

• How moderation is applied prior to assessment (such as design and continual improvement), during assessment (such as marking and feedback practices), and after assessment (such as when grades are finalised).
• The practices used to ensure consistent, valid and reliable academic judgements in relation to learning outcomes within and across courses. These may include:
  • marking guides and rubrics
  • second marking, where a second marker assesses a representative sample of student work
  • double-blind marking, where high-value assignments are marked independently by two assessors.
• An external moderation process must occur at least once during each formal program accreditation review cycle, as required by the Curriculum Quality Assurance Procedure. This process may be incorporated into the external accreditation of some programs. Refer to the Curriculum Quality Assurance Procedure for further details.
• Contracts for offshore programs and third-party delivery must include clear provisions for moderation.

4. Definitions used in our procedure

Please refer to our Adelaide University glossary for a full list of our definitions.

Assessment is a process where a student demonstrates their attainment of learning outcomes through the completion of graded or non-graded activities.

Feedback on Learning Experience (FLEX) means a survey conducted to guide staff and the Adelaide University in making continuous improvements to courses and teaching for the benefit of students and to identify and reward excellent teaching practice.

Moderation refers to a range of quality assurance processes related to assessment that aim to ensure the validity, reliability and fairness of assignments, criteria and standards. Moderation always involves comparison to ensure consistent interpretation and application of academic judgement and can lead to adjustment of assignments or grades.

5. How our procedure is governed

This procedure is categorised, approved and owned in line with the governance structure of Adelaide University and the offices and officers listed below.

6. Legislation and other documents related to this procedure

7. History of changes

Note on structures, positions and position titles:

At the time of writing, the organisational structure, positions, committees, or any other unknown item etc. for Adelaide University have not been confirmed. Accordingly, square brackets [ ] temporarily enclose such information in this procedure until confirmed.