• Section 1 - Preamble
• Section 2 - Purpose
• Section 3 - Scope
• Section 4 - Policy 
• Assessment principles
• Roles and responsibilities 
• Section 5 - Procedure
• Assessment
• Assessment submission
• Release of marks and feedback to students
• Assessment quality
• Retention of assessment
• Reporting
• Review of assessment and complaints
• Section 6 - Non-Compliance

Definitions

1. Scaffold – In assessment, scaffolding means having assessment tasks build upon each other as the semester or study period progresses.
2. Secure assessment – Assessments that ensure valid information and evidence about student progress towards or achievement of learning outcomes is provided. These may be assessments that verify the student’s identity, ensure the demonstration of original work or are checked for compliance with the Student Academic Integrity Policy.
3. Hyperflexible delivery – A type of delivery where students have maximum flexibility and independence in their approach to study, including when they access materials, engage in learning activities, and submit assessments. In contrast to delivery in semester or intensive periods.
4. Semester delivery – A type of delivery  where students complete learning activities and assessments within a semester or intensive period, in contrast to hyperflexible delivery. The mode of delivery for courses and units offered in semesters or intensives may be external, internal or mixed mode.

Section 1 - Preamble

(1) Charles Darwin University (‘the University’, ‘CDU’) uses assessment to measure and assure student learning and achievement against course and unit learning outcomes, while fostering the skills of lifelong learners prepared to meet the challenges of a complex, changing world.

(2) The University is committed to fostering a flexible and inclusive learning environment that enables students from diverse backgrounds to engage meaningfully with assessment and achieve high academic standards.

Section 2 - Purpose

(3) This policy and procedure outline the principles that underpin the University's approach to the assessment of student learning and the expectations and processes relating to assessment and feedback.

(4) This policy and procedure support staff to deliver assessment and provide feedback to support students to achieve the requirements of their course.

Section 3 - Scope

(5) This policy and procedure applies to higher education staff and all students enrolled in higher education coursework courses at the University.

1. Students enrolled in units that have a formal, end-of-semester examination as an accredited assessment item should read this policy in conjunction with the Higher Education Examination Policy.

Section 4 - Policy 

(6) The purpose of assessment is to evaluate student progress and achievement of identified learning outcomes which include Unit and Course Learning Outcomes, inherent requirements, graduate attributes, industry competencies and any other relevant criteria.

(7) The University ensures that assessment practices uphold high academic standards and provide assurance of student learning.

(8) Assessment is designed to support learning and foster academic success following the principles outlined in this policy.

Assessment principles

Assessment is purposeful and developmental

(9) Assessment is designed purposefully.

1. Assessment type and requirements show purposeful alignment to real-world experiences where possible.
2. Assessments allow students to demonstrate their learning in a variety of ways.
3. Assessments are culturally appropriate and respectful. 

(10) Assessment engages students in meaningful and scaffolded activities which allow the demonstration of progress and achievement within a unit and across a course. 

(11) Logical progression through learning content allows meaningful assessment to measure learning outcomes within a unit and across a course.

(12) Assessment allows students to demonstrate progressive knowledge, skills, and competencies and consolidate learning to meet the learning outcomes.

(13) The level of use of generative artificial intelligence (Gen AI) in a learning activity or assessment is deliberate and purposeful. 

1. Acceptable and meaningful use of Gen AI will be made explicit in assessment information.

Assessment provides useful feedback

(14) Students will be given timely, instructive, and constructive feedback about their performance on assessment tasks, including examinations, which will explain how they have performed against the relevant assessment criteria, and where their performance can be improved.

(15) Assessment information clearly defines assessment requirements including the type of feedback a student will receive and how they will receive it.

(16) Assessment evidence may be used in diagnostic, formative and summative ways.

(17) Feedback is appropriate to the type of assessment and effort required.

(18) Students are given the opportunity to receive early feedback on their learning progress. For semester delivery and intensive teaching periods, this will be by way of a summative assessment of not more than 10%, prior to the Census Date of the unit.

(19) Students receive feedback that is meaningful and explains how they have performed against the relevant assessment criteria and Unit Learning Outcomes. 

(20) Marks and feedback are provided within ten (10) working days of assessment submission and no later than five (5) working days before the next assessment is due, or equivalent for intensive teaching periods.

1. Where there are extenuating circumstances, lecturers will communicate amended timelines with students.

Assessment is manageable and equitable

(21) Assessment should be scheduled to allow for marking and feedback and take into consideration the study plan and reasonable study load.

(22) The total assessment workload required for a student is proportionate to the unit’s volume of learning.

(23) Assessment processes including marking, moderation, validation and review should be considered when planning academic staff workloads. 

(24) Assessment practices are equitable and for reasonable adjustments.

(25) Assessment requirements will be written in plain English.

(26) Students will be provided with appropriate support to help them understand how to engage with assessment tasks, including interpreting criteria, navigating formats, and developing strategies for successful completion.

(27) Students may request a reasonable adjustment to support participation in their study under the Students with Disability Policy, seek special consideration measures where circumstances have impacted their performance on an assessment item, and/or access other support services.

Assessment is authentic, relevant and appropriate

(28) Assessment design across a course considers First Nations perspectives, knowledges, and experiences.

(29) Assessments represent appropriate, meaningful, and significant demonstrations of knowledge, skills, and knowledge.

(30) A variety of assessment types and methods are used within a unit and across a course and may include real-world and industry specific formats.

(31) Student progress and achievement is determined using multiple sources of evidence from assessments within a unit and across a course.

Assessment is clearly aligned

(32) Assessments adhere to all relevant internal and external criteria and standards, including the Australian Qualifications Framework (AQF), the Higher Education Standards Framework (Threshold Standards) 2021, relevant University governance documents, and professional body standards.

(33) Assessment design ensures alignment to unit learning outcomes and progressive development towards course learning outcomes.

(34) Teaching activities are aligned to the purpose and type of assessment and the specified learning outcomes.

Section 5 - Procedure

Assessment

(46) Assessment for a unit will include assessments undertaken during the semester/study period of the related unit or as directed by the Higher Education Examination Policy.

Assessment design and information

(47) Assessment design must follow the HE Course and Unit Accreditation Procedure, including the timelines it sets out.

(48)  When designing assessments, academic staff will:

1. follow the principles outlined in the policy;
2. ensure students are given the opportunity to receive early feedback on their learning progress;
3. identify assessments that have a high risk for breaches of academic integrity and put into place educative processes to support student to recognise the value of maintaining academic integrity; and
4. promote academic integrity through careful task design and scaffolding, clear explanations, and annual review and renewal of assessments.

(49)  All unit assessment requirements will be available to students at least five (5) working days prior to the first teaching day of each semester in Learnline. This includes, but is not limited to:

1. description of the topic and a brief outline of the requirements for completion of the assessment task and what a student is expected to submit for marking;
2. whether the summative assessment task will attract a mark or be ungraded, and the relevant assessment weighting, in terms of both the marks for the task and the proportion of total marks for the unit; 
3. whether units contain hurdle assessments. This is an assessment task requiring a minimum level of performance as a condition of passing the unit;
4. how to submit the assessment task, and the time and date by which the task is due;
5. where group work is included, assessment requirements will clearly indicate both the volume of learning for the individual student and describe how the individual’s contribution will be graded; 
6. clear guidelines and relevant sources on the referencing system that must be used; and
7. clear information about the appropriate and meaningful use of Gen AI.

Marking criteria

(50) Marking criteria, in the form of a marking schema or rubric, will be provided to students clearly outlining how performance in assessment will be measured.

(51) The marking schema or rubric will be appropriate to the assessment type, method and criteria to be assessed.

(52) Details will be provided on how marks will be assigned for group work and/or peer assessment, where relevant.

(53) Students will be awarded marks for demonstrating the achievement of the required learning outcomes.

1. Marks will not be deducted and negative marks will not be awarded for any incomplete, incorrect or missing responses.

Attendance

(54) Attendance may be required for the successful completion of a unit. This may be to meet standards for professional accreditation bodies, practice-based assessment tasks, and/or work-integrated learning. Where this is required:

1. attendance will be recorded but no marks will be assigned; and
2. the minimum required attendance as a percentage will be specified as a threshold requirement; and
3. if a student does not meet the attendance requirements, a final passing grade cannot be awarded.

Research projects and coursework theses

(55) Bachelor Honours courses and some coursework courses include a research project or thesis.

(56) The unit coordinator will appoint a supervisor to supervise the research project or thesis.

(57) The course coordinator will appoint at least one (1) examiner for coursework research projects and theses according to the requirements of the discipline.

(58) No examiner will have participated in the supervision of the candidate and at least one (1) examiner will be external to the Faculty.

(59) In circumstances where an external examiner cannot be appointed, the Faculty Pro Vice-Chancellor may approve the appointment of all examiners from within the Faculty.

(60) Where the research project or thesis includes a production or performance component involving collaboration with others, the student's role/responsibility must be clearly specified for the purposes of examination.

(61) A report of the results of the research project will be presented in the manner as prescribed by the relevant committee of the Faculty.

Assessment submission

(62) Unless advised otherwise, students are expected to submit assessment tasks through Learnline by the time and date specified in the unit outline.

(63) Students are expected to meet their responsibilities in upholding academic integrity as outlined in the Student Academic Integrity Policy. Staff will perform originality checks, which may include processing written assessments through a CDU-authorised originality testing tool.

Extensions to the due date of an assessment 

(64) A student can request an extension to the lecturer via the CDU online form in Learnline up until the due date and time of submission. Applications for extension after this time will need to be sought as a request for special consideration.

(65) A request for extension can be made on the following grounds:

1. acute illness or medical reasons;
2. disability, as per a formally approved Access Plan;
3. personal or family circumstances;
4. unforeseen employment related circumstances;
5. religious and cultural obligations;
6. volunteer, emergency, or military service; 
7. elite athlete; or
8. other unforeseen or extenuating circumstance.

(66) Submitting a request does not guarantee an extension will be granted and students should make all reasonable efforts to submit the assessment task by or as soon as possible after the due date, where practicable.

1. Discretionary activities or circumstances within the student’s control, for example attendance at a placement, simulation, or intensive, attendance at sporting events, holidays, and other discretionary travel will not constitute grounds for an extension.
2. Students should be aware that an extension may prevent feedback from being received in time to be used in preparation for the next assessment task.

(67) Students must complete the formal CDU extension request form online in Learnline and include the following information in their request:

1. student name and student number;
2. unit name, unit code, the assessment task name and task number;
3. current due time and date, and the proposed adjusted due date;
4. reason for requesting an extension, accompanied by relevant evidence to support the request (i.e., a medical certificate, or statutory declaration); and
5. a copy of the current draft of their assessment task (where applicable).

(68) Where a student has an Access Plan, it should be a provided to the lecturer once each semester per unit to cover the student’s evidence requirements for the semester.

(69) Students may be asked to provide further information to support their application. However, in the following circumstances, students will not be required to provide further information:

1. Where an extenuating circumstance has impacted a portion of their community and this has been acknowledged by the University; or
2. Where a student is participating in a First Nations Cultural Observance and has notified the lecturer.

(70) Students are allowed one 72-hour extension once per unit per semester, without the need for supporting evidence.

1. To access this extension, students must submit a request before the due date to the lecturer via the CDU online form in Learnline and provide grounds for the extension.

(71) Extensions without penalty may be approved for up to seven (7) calendar days for an assessment.

1. Extension requests beyond this timeframe (up to a maximum of three (3) months) will need to be submitted as a Special Consideration request and will be subject to approval by the Associate Dean Learning and Teaching of the faculty.
2. Alternative arrangements may be made for students on an Access Plan.

(72) Students will receive an outcome in writing within three (3) working days of submission. Outcomes may include:

1. approval of the extension request in full or for a lesser specified duration; or
2. the request is not approved, and advice about the late submissions must be provided, including the requirement to submit and penalties that will be incurred.

(73) Where a student requests special consideration for a final exam, this will be assessed in accordance with the Higher Education Examination Policy.

Special consideration

(74) Requests for special consideration must be made in writing to the Faculty via the online form within three (3) working days after the due date of an assessment task, but no later than ten (10) working days in the case of exceptional circumstances.

1. Applications must be accompanied by relevant supporting evidence (e.g., medical certificate, letter from employer, statutory declaration, copy of an accident report etc).
2. The student may be asked to clarify information or provide additional evidence to support their application.

(75) Students will receive a written response within three (3) working days of their submission, including details of the basis of any decisions.

1. Where an application for a special consideration is accepted, the outcome may include either the opportunity for re-submission or an alternative assessment task.

(76) A student who undertakes an alternative assessment task will have their new mark applied, which may be lower than the first mark originally achieved. 

Penalties for late submission

(77) Students will be encouraged to submit assessments on time to allow for marking and feedback to be provided in a timely manner. Where a student is unable to meet the deadline for submission, they should contact their lecturer to discuss their options or submit an application for extension.

(78) Assessment tasks that are lodged after submissions have closed, will be penalised 5% of the total assessment mark available, for each calendar day late unless an extension or application for special consideration has been approved.

1. For example, where an assignment is worth 30% of the semester grade and is due at 8.00am on a Monday, and the student submits at 1.00pm on the Tuesday, the student will be penalised 5% for the Monday and 5% for the Tuesday resulting in a reduction of the assigned mark by 3 marks (i.e. 30% x 0.1 = 3%).
2. Late assessment tasks will not be accepted after seven (7) calendar days, and the student will receive zero (0) marks.

Release of marks and feedback to students

(79) Feedback will be provided according to this policy. Additionally:

1. Marks and feedback will be provided to students within ten (10) working days of assessment submission, unless there is an academic misconduct investigation.
2. Where the content of one assessment item relates to a subsequent assessment, the feedback on that assessment must be provided at least five (5) working days before the subsequent due date.
3. Students are encouraged to review feedback and reflect on the basis for the assessment outcome to inform further learning and improvement.
4. Lecturers must be prepared to justify the allocation of marks in accordance with the marking criteria and provide students with further feedback, if requested.

(80) Where a student has concerns about how marks have been awarded or does not understand why they achieved their mark, they should contact their lecturer within five (5) working days of receiving the marked assessment.

Reporting course progress of under-18 ELICOS students 

(81) The University will report the assessment outcomes and course progress of under-18 ELICOS students to their parent or guardian at the end of each teaching period.

Review of a marked assessment item

(82) Students are encouraged to speak to their lecturer or unit coordinator if they have questions about their result in an assessment item.

(83) A student may request a review of a marked assessment item from the Course Coordinator within ten (10) working days of receiving the assessment mark or after meeting with the lecturer and/or unit coordinator.

1. A request after this time may not be accepted.

Section 6 - Non-Compliance

(107) Non-compliance with governance documents is considered a breach of the Code of Conduct - Employees or the Code of Conduct - Students, as applicable, and is treated seriously by the University. Reports of concerns about non-compliance will be managed in accordance with the applicable disciplinary procedures outlined in the Charles Darwin University and Union Enterprise Agreement 2025 and the Code of Conduct - Students.

(108) Complaints may be raised in accordance with the Complaints and Grievance Policy and Procedure - Employees and Complaints Policy - Students.

(109) All staff members have an individual responsibility to raise any suspicion, allegation or report of fraud or corruption in accordance with the Fraud and Corruption Control Policy and Whistleblower Reporting (Improper Conduct) Procedure.