• Section 1 - Purpose
• Section 2 - Authority
• Section 3 - Scope
• Section 4 - Procedure
• Assessment Design
• Quality Assurance
• Ownership of Student Work
• Invigilated Examinations
• Results Management
• Assessment Adjustments
• Section 5 - Compliance
• Section 6 - Definitions

Section 1 - Purpose

(1) This procedure sets out how assessment is designed, delivered, quality-assured, and managed at RMIT. It covers assessment design principles, moderation and validation, invigilated examinations, results management, and assessment adjustments (extensions, special consideration, Equitable Learning Plans, and support for elite athletes and performers).

Section 2 - Authority

(2) Authority for this procedure is established by the Assessment Policy.

Section 3 - Scope

(3) This procedure applies to all coursework courses and programs offered by the RMIT Group and partner institutions.

(4) For vocational education, this procedure is read alongside the Assessment Procedure – Vocational Education Assessment Design and Quality, which sets out the additional requirements applying to vocational education assessment design, assessment tools, validation and quality assurance.

Section 4 - Procedure

Assessment Design

Statement of Approach

(5) Assessment tasks encourage curiosity, independence, knowledge and skill acquisition and exploration of ideas.

(6) Assessment design, quality and standards align with learning outcomes or all the requirements of a unit of competency, and support academic integrity.

(7) Feedback is timely, assists student understanding and allows reflection for improvement.

(8) Academic integrity is fundamental to assessment design. See Academic Integrity Policy.

(9) Generative AI use in assessment is transparent and purposeful, building learner capability and professional and ethical judgement in its application. Expectations for acceptable AI use for each assessment task are communicated clearly to students in course guides.

(10) Assessment is equivalent across all delivery locations and modes, with equivalent complexity and alignment to outcomes. See the Educator Resource Hub (Equivalence and Comparability for Program Reviews – staff log in required) or the Teach VE Hub for further information.

Authentic Assessment

(11) Assessment tasks must mirror real-world scenarios or take place in real settings, applying discipline-specific knowledge and assisting the development of transferable skills.

(12) Programs include an appropriate blend of group and individual work, written, oral, performative and applied tasks which are authentic to the discipline.

(13) Assessment is constructively aligned to learning outcomes (higher education) or the requirements of the unit of competency (vocational education), disciplinary and professional standards and RMIT Capabilities so that students can demonstrate competence and mastery aligned to the purpose of the program.

(14) Learning and assessment items for higher education are scaffolded across programs or clearly defined blocks of learning, to build skills, knowledge and academic literacies.

(15) Students have formative assessment opportunities to rehearse, demonstrate and progress their learning and are provided timely feedback that assists in their achievement of learning outcomes.

(16) Assessment occurs at set points within programs or clearly defined blocks of learning to confirm individual learning, using authentic or observable methods such as practical activities, presentations, supervised tasks or real-time assessments.

(17)  Invigilated examinations are supervised, time�'limited assessments conducted under formal exam conditions. They are permitted only when required for external professional accreditation. These exams are centrally managed on behalf of Schools by the University Secretariat and Academic Registrar’s Group and must be explicitly stated in course guides. Administrative details for invigilated examinations are in the Invigilated Examination section below.

(18) Invigilated or observed assessment is supervised assessment used to confirm that a student’s work is their own. It is used at key points within a course or program and must align with RMIT’s signature pedagogy. These assessments involve authentic or observable tasks, such as Objective Structured Clinical Examinations, workplace supervision and assessment, skills demonstrations, supervised performances or presentations, supervised in�'class or on�'site activities (excluding invigilated exams), and real�'time online or in�'person tasks.

Programmatic Design

(19) Assessment is designed across programs or defined blocks of curriculum to ensure appropriate distribution of the learning and assessment workload.

(20) Diagnostic, formative and summative assessments are intentionally scaffolded within courses and programs for students to assess capability, receive feedback, and demonstrate competency sequentially throughout the program.

Inclusive Design

(21) Assessment applies Universal Design for Learning (UDL) principles from the outset to be inclusive and flexible for individual needs and adjustment requirements, while maintaining the integrity of the learning outcomes. Courses may include negotiated or alternate assessment, particularly to support students meeting the inherent requirements of programs, where practical.

(22) For higher education courses, the Volume of Learning for a 12-credit point course is 150 hours in accordance with Australian Qualifications Framework standards. For vocational education, assessment workloads and the volume of learning is guided by training package requirements and nominal hours. When designing assessment tasks, consideration will be given to the time required for students to practice, refine and complete tasks, and for educators to assess and provide feedback.

(23) For higher education courses, no single assessment task can exceed 50% of the total marks for the course.

1. This does not apply for research, studio, capstone, WIL courses or courses under 12 credit points. Tasks weighted over 50% for these course types are designed with appropriate resources and formative feedback to ensure that students have every opportunity to achieve outcomes.

(24) Cumulative assessment approaches (lab reports, journal entries etc.) may be treated as a single assessment for grading purposes or when assessing competency against learning outcomes.

Group Work

(25) Group work is inclusive and accessible. Group assessment evaluates both process and outcome and is aligned with course learning outcomes or requirements of the unit of competency.

(26) Individual contributions are fairly attributed. Students receive clear guidelines on marking criteria, proportions, verification methods, feedback, as well as expectations for participation.

(27) In competency-based assessment, group work is assessed individually per component.

Submission and Grading

(28) All assessment must be submitted digitally via the learning management system (LMS), except work that cannot be easily digitised, such as creative works.

(29) The universal submission time for all digital assessment submissions is 11:59pm (local time, as applicable).

(30) Ungraded assessment can be used in part or all the assessment regime of a higher education course or program.

(31) Graded courses may include optional unweighted tasks.

(32) Assessment grading is criterion-referenced against stated learning outcomes and does not use grade distribution curves.

(33) Moderation must occur before final results are released to students.

Standards and Criteria

(34) Clear standards and criteria (analytic rubrics) are provided for all tasks and are visible in the learning management system. 

(35) Vocational education requirements for assessment tools and rubrics are set out in the Assessment Procedure – Vocational Education Assessment Design and Quality.

Hurdle Assessments

(36) Hurdle assessments are permitted only when needed to demonstrate safety requirements, meet professional accreditation, registration or licensing requirements, or as prescribed by nationally or state accredited training packages.

(37) Failing a hurdle assessment means failing the course regardless of overall mark.

(38) Hurdle assessments must be identified in the course guide.

Supplementary Assessment

(39) Supplementary higher education assessment provides an additional opportunity to demonstrate learning outcomes and is offered selectively (by a Course Assessment Committee (CAC) or Program Assessment Board (PAB)) to students who narrowly miss passing.

(40) Supplementary assessment is not available for ELICOS, English for University (EU), vocational education, Higher Degree by Research (HDR) or non-award courses. However, vocational education students should be offered resubmission to demonstrate their competency – see the Assessment Procedure – Vocational Education Assessment Design and Quality.

(41) A supplementary assessment pass is recorded as an SP grade with a GPA value of 1. If the student achieves a lower result than the original, the original grade stands.

(42) Supplementary assessment must be held as soon as practicable. For programs delivered in two standard semesters, it must be held by the end of the first week of the following semester where possible. For programs delivered in more than two teaching periods per year, it must be held within four weeks of the publication of final results.

Assessment Adjustment – Overview

(43) Assessment is designed flexibly using UDL principles. Assessment adjustments support students experiencing extenuating circumstances or with specific needs. Four main types of adjustment are provided: short extensions, special consideration, equitable assessment arrangements, and support for elite athletes and performers. Detailed procedures for each type are set out in the Assessment Adjustments section below.

Communicating Assessment

(44) Course guides must provide an overview of each assessment task and their related learning outcomes or the requirements of the unit of competency and be published at least two weeks prior to the commencement of the teaching period.

(45) Changes to higher education assessment after the teaching period starts can only be made following consultation with affected students and requires approval from the Dean, Head of School or Cluster Director (or equivalent). Changes must be communicated to all enrolled students and reflected in the updated course guide.

(46) In vocational education, changes to assessment after the teaching period commences must follow the Assessment Change Request process set out in the Assessment Procedure – Vocational Education Assessment Design and Quality.

(47) The official assessment period following each period of study is published in the Academic Calendar. Changes are permitted only for significant unavoidable reasons and require approval from the relevant Associate Deputy Vice-Chancellor Learning, Teaching & Quality and the University Secretary and Academic Registrar.

Feedback

(48) Students must receive feedback related to their learning before the census date to provide an opportunity for improvement and to seek of support where needed. This feedback may be based on diagnostic, formal or informal, weighted or unweighted assessments, and provided to individuals or a group.

(49) Feedback on assessment tasks must be provided within 10 working days of submission.

(50) Feedback must be constructive and reference marking criteria.

(51) Feedback processes should create dialogue and develop students’ own evaluative judgement. Students are expected to read, reflect and act on feedback.

(52) Final assessment judgments remain with the qualified assessor.

Quality Assurance

Moderation

(53) Moderation ensures consistency and transparency in grading with approved and published grading schemes. It addresses and documents marking variations through clear communication, consistent standards, cross-marking or consensus approaches.

(54) Course coordinators report to the Course Assessment Committee (CAC):

1. grade and mark distribution trends and associated risks (if any)
2. moderation adjustments and the reason for them
3. identified improvements or recommendations; and
4. any matter relevant to the committee’s approval of final results.

(55) Schools and Industry Clusters (or equivalent) annually review samples of marked work across grade band, and competency outcomes at all locations. Records are retained for program reviews and quality assurance.

(56) Further requirements for quality assurance for vocational education and the vocational education Assessment System are located in the Assessment Procedure – Vocational Education Assessment Design and Quality.

Course Assessment Committees

(57) Course Assessment Committees (CACs) approve results and provide quality assurance feedback and recommendations to support program-level quality review cycles.

(58) CAC responsibilities include:

1. ensuring all results are entered by the Academic Calendar deadline
2. documenting grade distribution and course outcome statistics
3. monitoring reports of grade changes after publication
4. granting supplementary assessments or resubmissions for vocational education courses
5. approving final grades (other than administrative final grades).

(59) CACs are required for all vocational education courses and higher education coursework courses. CACs are not required for research courses in HDR programs.

(60) CAC membership consists of:

1. the Dean, Head of School or Cluster Director or their nominee (Chair). Where programs are led across a college the Program Director may Chair
2. staff responsible for course management or coordination.

(61) Quorum is the Chair plus one member.

(62) The operation and organisation of CACs is at the discretion of teaching areas, and responsibility for quality assurance oversight lies with the relevant Deputy Dean, Learning and Teaching.

(63) Where a CAC fails to meet as required, or meets but is inquorate, the Dean, Head of School, or Cluster Director will exercise the functions of the CAC and make the decisions it would normally make.

(64) CACs meet at the end of each teaching period. Findings, recommendations and action items are provided to:

1. Program Assessment Boards 
2. for Higher Education programs, the Associate Deputy Vice-Chancellor Learning Teaching and Quality, who ensures that any action items are supported and reported via the program and course review processes
3. for Vocational Education programs, the Program Manager, who ensures that any action items are supported and reported via the Training and Assessment Strategy process
4. where a coursework course forms part of an HDR program, the Higher Degree by Research Delegated Authority.

(65) For Vocational Education courses only, a CAC may grant a resubmission of an assessment where the student has not demonstrated competency. The resubmission must be granted within 10 working days of the class end-date.

Program Assessment Boards

(66) Program Assessment Boards (PABs) monitor student progression and are required for all higher education and vocational education programs.

(67) PAB functions include:

1. considering Improvement Commitment Statements from students addressing unsatisfactory academic progress
2. referring students to debt remission or removal of debt or late course withdrawal without academic penalty processes if warranted
3. approving program-level prizes
4. considering reports and recommendations from CACs
5. assessing program assessment effectiveness
6. arranging supplementary assessments for eligible students.

(68) Professional staff perform the following administrative tasks on behalf of the PAB and program team:

1. review cohort grades and academic progress of each student
2. check graduation eligibility
3. identify non-system criteria for at-risk students (to trigger First Stage and Final Stage Academic Progress review).

(69) PAB membership consists of:

1. the Dean, Head of School or Cluster Director or their nominee (Chair). For programs led across a college the Program Director may Chair
2. program managers or nominees
3. year level or core course coordinators
4. representatives from partner schools
5. for vocational education, the program team may constitute the membership chaired by the Program Manager.

(70) Quorum is the Chair plus two members.

(71) The operation and organisation of PABs is at the discretion of teaching areas. Responsibility for quality assurance oversight lies with the relevant Associate Deputy Vice-Chancellor Learning Teaching and Quality.

(72) PABs first meet after the CACs, within 5 working days of results publication, to consider cl. (67) (c.-f.). Schools, colleges and industry clusters have flexibility to organise their PAB to ensure efficiency and a rigorous approach.

(73) PABs meet for a second time each academic progress period to consider cl. (67) (a., b.) after the deadline for submission of students’ Improvement Commitment Statements.

(74) PAB minutes, recommendations and action items are provided to:

1. the Program Manager for program review reporting, and reporting vocational education action items via the Training and Assessment Strategy process where relevant
2. the Associate Deputy Vice-Chancellor Learning Teaching and Quality to ensure that any action items are supported and reported via the program and course review processes.

(75) A PAB may grant a higher education student a supplementary assessment as an additional opportunity to demonstrate learning outcomes. Supplementary assessment is offered selectively to students who narrowly miss passing. Refer to the Supplementary Assessment section above.

Ownership of Student Work

(76) Assessment items submitted by students remain the student’s property and remain under RMIT control until marked. Items may be reproduced for plagiarism detection purposes. Refer to the Intellectual Property Policy for the requirements in relation to student ownership of ideas in assessment tasks.

Invigilated Examinations

(77) This section is limited to in-person invigilated examinations centrally managed by the University Secretariat and Academic Registrar’s Group Exams Unit (USARG Exams) which must be:

1. formal examinations
2. at least 2 hours in duration
3. required for professional accreditation; and
4. conducted during official assessment or deferred periods.

(78) This section does not cover online invigilated examinations, practical assessments, or Objective Structured Clinical Examinations (OSCEs) or other invigilated assessments hosted within Schools.

(79) USARG Exams is responsible for: timetabling, student communication, printing and distributing examination papers, arranging examination venues, invigilation, equitable arrangements, and day-of-examination management.

(80) Schools are responsible for: confirming eligible courses, preparing examination papers (including two backup papers), preparing examination headers and covers, and arranging academic staff to respond to questions during the examination.

(81) Students are responsible for checking their own examination schedule.

(82) Students must provide a student card or a photo ID (i.e. passport or driver’s license). Appropriate arrangements are made to verify a student's identity in a manner that is respectful of any religious or cultural requirements.

(83) Headwear or a face covering must not be worn in an invigilated examination unless required for medical reasons or religious observance. Students may be requested to briefly remove headwear or face covering for identification purposes and to ensure no unauthorised materials are present. If a student is requested to remove headwear or a face covering worn for religious observance, a culturally safe space will be provided wherever possible.

(84) Students are responsible for understanding all examination requirements prior to the exam. This includes their academic integrity responsibilities, allowable examination materials, behavioural expectations and emergency evacuation requirements. Students must also comply with all invigilator directions. Further information is available on the Academic Integrity for Students and Exams websites.

(85) Students who become unwell during the examination and who are unable to complete the assessment must report their illness to the examination invigilator and leave the venue. Students may apply for special consideration with supporting medical documentation to seek a further opportunity to sit the examination.

(86) Students who complete the examination or leave the venue before completion without reporting their illness to the examination invigilator are ineligible to apply for special consideration for that examination.

(87) Potential breaches of academic and general misconduct are managed in accordance with the Academic Integrity Policy and Student Conduct Policy.

(88) Teaching areas retain marked examination scripts locally for an initial 12 months after final results for the course offering are published, for examination-related purposes. Examination scripts are retained for a total of three years (including the initial 12-month period) in accordance with RMIT's Retention and Disposal Standard, except where sample copies of examination scripts need to be retained for program accreditation purposes.

Results Management

(89) This section applies to results for:

1. higher education programs and courses
2. vocational education courses
3. coursework components of higher degree by research (HDR) programs.

Grading Types

(90) The Student Results Grade Tables are published on the RMIT website showing grades, rules for use, and interim grade expiry timelines. The Deputy Vice-Chancellor Education approves the schedules of final and interim grades used at RMIT.

(91) Final grades are the official record on a student's transcript.

(92) Final results must be entered by the teaching area by the deadline provided in the Academic Calendar.

(93) Interim grades are temporary grades until a final grade is determined. They are valid for a period determined by the Executive Director, Students, after which the grade converts to a default fail grade. Expired interim grades are converted to relevant default fail grades (NN, EFG, NYC or SEC).

(94) Administrative grades are assigned for non-academic reasons (for example, withdrawal after census date).

Results Publication

(95) Results are entered into the learning management system by the deadline in the Academic Calendar. They are published on or after the publication date specified in the Academic Calendar.

(96) The learning management system may show provisional marks. Final grades may differ from provisional marks due to moderation, assessment adjustments, error corrections or academic integrity proceedings.

(97) Flexible delivery course results are published within 28 calendar days of the course end date.

Changes to Published Grades

(98) The Executive Director, Students (or delegate) may authorise changes to published grades for:

1. outcomes relating to student appeals, academic integrity or student conduct matters
2. expired interim grades.

(99) The teaching area may only change published grades before an award is conferred, and only for:

1. the finalisation of special consideration outcome
2. an error correction
3. an outcome by the College Appeals Committee or the University Appeals Committee
4. an interim grade to final grade conversion
5. a supplementary assessment result
6. other specified administrative reasons.

(100) Changes to grades after the award has been conferred are managed in accordance with the Conferral and Graduation Policy.

Assessment Adjustments

(101) RMIT fulfils its obligations under the Disability Discrimination Act 1992, the Disability Standards for Education 2005, the Defence Reserve Service (Protection) Act 2001, and other applicable legislation to support students who require reasonable adjustments to assessment.

(102) Accurate information about the types and availability of assessment adjustments are publicly available and clearly accessible to all student cohorts.

(103) RMIT provides four main types of assessment adjustments, which are: 

1. short extensions 
2. special consideration
3. equitable assessment arrangements
4. support for Elite Athletes and Elite Performers. 

Short Extensions

(104) A 7-calendar-day extension will be automatically approved upon request for untimed submittable assessments (not including invigilated or supervised assessments, presentations, demonstrations, etc.) without requiring evidence.

1. Students registered with Equitable Learning Services (ELS) whose Equitable Learning Plan (ELP) includes assessment extensions have these arranged through their ELP rather than the automatic 7-calendar-day extension. Under their ELP, they may be eligible for an extension of between 1 and 21 calendar days, where the request is made at least one working day before the due date. Students with an ELP that does not include extensions should use the 7-calendar day extension process.

(105) Students requiring an extension that exceeds seven calendar days must apply for special consideration.

(106) Automatic short extensions are not available for ELICOS programs and English for University courses. These students may access extensions through the special consideration process.

(107) A late penalty of 5% of the total assessment marks applies per calendar day after the due date (the original due date or, where an extension has been approved, the extended due date). Submissions 10 or more calendar days overdue will not be assessed.

Special Consideration

(108) Special consideration is available when serious, unexpected, compassionate or compelling circumstances outside a student’s control have a significant adverse impact on a student's ability to complete or submit an assessment by the due date.

(109) Compassionate and compelling circumstances that may qualify for special consideration include, but are not limited to:

1. an unexpected short-term physical or mental illness or injury, or a short-term exacerbation of an existing disability or chronic illness
2. an unexpected, short-term carer responsibility for a member of the student's immediate family or kinship group
3. an unexpected, unavoidable and short-term employment commitment
4. death, illness or injury of a close family member or someone close to the student
5. a serious accident, or having been the victim or witness of a serious crime (including gender-based violence)
6. an unexpected, unavoidable and short-term religious or cultural commitment
7. an incident or issue impacting a student's capacity to study, including political unrest, a natural disaster, a community health event, or other community issues limiting a student's access to what they require for study.

(110) Special consideration is available for submittable, graded assessments weighted 10% or more of the overall course mark. 

(111) Students enrolled in RMIT UP or EU may apply for assessments weighted under 10%. Applications for ELICOS Foundation Studies and EU are managed via local processes.

(112) Applications must be submitted within five working days of an assessment's due date.

(113) Applicants have five working days to provide supporting documentation to complete their application.

(114) Late applications (submitted after the five working day deadline) will be considered where the student can provide compelling or compassionate reasons with accompanying evidence. A late application must include:

1. an explanation for the late submission and evidence demonstrating that a timely application was not practicable or possible
2. all other supporting documentation required for a standard application.

(115) Late pplications for assessment adjustments will not be accepted under any circumstances on or after the official publication or release of the final result for the course.

(116) Where supporting documentation is in a language other than English, a translation by a NAATI-accredited translator must be provided. For students studying at RMIT Vietnam, documentation may be submitted in Vietnamese.

(117) Special consideration applications and supporting documentation are treated confidentially and managed in compliance with the Privacy Policy, the Information Governance Policy, and all relevant state and federal information handling Acts, Regulations and Statutes. Academic staff are provided with an application outcome but are not provided with application details, which are stored centrally and managed by staff responsible for administering the process.

(118) Students must declare that the information in their application is true and correct. All information can and may be verified internally and externally. Concerns regarding false or misleading information are managed via the Student Conduct Policy.

(119) Complete applications are responded to within 7 working days unless exceptional circumstances apply. ELICOS and EU applications are responded to within 2 working days.

(120) Possible special consideration outcomes include:

1. an equivalent assessment
2. an extension beyond 7 days, or up to seven days for ELICOS students
3. a deferred assessment
4. late course withdrawal without academic penalty (not available for ELICOS or EU courses)
5. other appropriate arrangements
6. denial of the application, or
7. cancellation of the application for lateness or incompleteness.

(121) The following are not available outcomes:

1. grade reconsideration or raising
2. transfer of weight between assessments (re-weighting)
3. supplementary assessment
4. resubmission after assessment solutions have been released
5. mode or format changes
6. placement location changes.

(122) Assessment adjustments are not granted beyond the census date of the next teaching period.

(123) Students are not permitted to apply for special consideration for courses or assessments in which there is an outstanding allegation or finding of student misconduct.

Late Course Withdrawal Without Academic Penalty

(124) Late course withdrawal without academic penalty is available when unexpected circumstances have prevented a student from fulfilling course requirements for a substantial portion of the teaching period or from completing substantial assessments despite receiving other adjustments.

1. This option is not available for ELICOS programs or EU courses.

(125) The Executive Director, Students (or their nominee) may grant late course withdrawal without academic penalty where it is the only possible outcome.

(126) Applications may be submitted up to one year after withdrawal or the course end date if the student did not withdraw.

(127) Late course withdrawal without academic penalty does not reverse previously recommended exclusion for academic progress.

Deferred Assessment

(128) Deferred assessment is an opportunity for a student to sit or re-sit a timed assessment at a later date, testing the same learning areas.

(129) Students must be given at least 5 working days’ notice.

(130) Deferred assessment must be held by the end of the first week of the following teaching period.

(131) A student who does not sit the deferred assessment receives a zero-mark (higher education) or an SEC (Stopped engagement in course) result (vocational education). If the student evidences extenuating circumstances indicating they were unable to sit a deferred assessment, they can only be offered a further deferral or alternative assessment where it can be undertaken before the commencement of the following teaching period.

Equitable Learning Plans

(132) Equitable Learning Plans are available for students with a disability, long-term health condition, or primary carer responsibility. Students must register with Equitable Learning Services. Students are encouraged to register before their first teaching period.

(133) An Equitable Learning Plan does not remove inherent or essential requirements and attainment of outcomes of a course.

(134) Equitable Learning Services work with students and academic staff to develop appropriate adjustments. Where an adjustment cannot be implemented in the way requested, staff will discuss alternatives with the student.

(135) Equitable Assessment Arrangements may include:

1. Flexible supervision
2. Ergonomic furniture
3. Computer use
4. Assistive technology
5. Alternative format materials
6. Extra time
7. Rest breaks
8. Enabling assistance
9. Alternative assessment forms
10. Flexible submission timeframes.

(136) RMIT makes every effort to accommodate students but cannot guarantee provision of a full range of assessment options. Timing, resource constraints, and professional accreditation requirements may affect the options available. In addition, the availability of options may vary across locations.

(137) Program managers ensure all course coordinators are informed of students' Equitable Assessment Arrangements.

(138) Alternative Assessment Arrangements are developed collaboratively through learning needs meetings. They must meet essential learning outcomes. Agreed alternative arrangements are documented and authorised by the program manager.

Elite Athletes and Performers

(139) RMIT is an Elite Sport Education Network signatory and provides similar flexibility for elite performers. Students must be officially identified by the RMIT Coordinator, Elite Athlete Pathways with official documentation.

(140) Adjustments may include:

1. Class support materials
2. Extensions
3. Extra presentation time
4. Equivalent assessments for group work
5. Remote examination where athletic or performance commitments prevent them from attending an invigilated examination at the examination venue. Remote supervised examinations take place on the same date and at the same time as the examinations for other students in the course offering to maintain examination integrity.

(141) The following adjustments must be managed via a special consideration application and cannot be provided under this program:

1. deferment of a test or invigilated examination
2. adjustments to a work integrated learning placement or internship.

Section 5 - Compliance

(142) Where clauses in this procedure inhibit educators assuring learning outcomes and efforts are required beyond or at variance from those described, course coordinators should report these instances to the relevant program manager and/or Associate Deputy Vice-Chancellor Learning and Teaching for approval.

(143) Non-conformance with clauses of this procedure resulting in potential or actual material student disadvantage should be reported to the Office of the Deputy Vice-Chancellor Education.

Section 6 - Definitions