Assessment practices are designed to contribute to high quality student learning and underpin the development, delivery and quality assurance of units and courses. Assessment should both help students learn (assessment for learning) and measure explicit evidence of their learning (assessment of learning).

More information about implications of practice for the various assessment principles.

Assessment practices in LEO should comply with the ACU assessment policy and assessment procedures.

Implications for practice

  • Assessment tasks should be designed in accordance with the ACU principles of assessment. ACU Assessment Policy.
  • Sufficient evidence should be collected, using a variety of assessment tasks, in order to make informed judgments about student achievement of the unit learning outcomes and acquisition of graduate attributes.
  • Assessment tasks should be assessed solely on student achievement of academic and/or professional standards and use criterion-referenced assessment.
  • Assessment practices should address the mission of the university with regards to diversity, social justice, equity and inclusiveness so as not to disadvantage any student.
  • The design of assessment tasks should consider the workloads of students and staff and comply with the guidelines on student workloads and workloads for academic staff - policies and procedures. Assessments are submitted and marked online (unless exception approved by Head of school or equivalent) in accordance with the checklist for the Minimum Use of LEO.
  • Assessment results and feedback are given online (unless exception approved by Head of school or equivalent) in accordance with the checklist for the Minimum Use of LEO.


ACU Assessment policy and procedures

Check the assessment policies in the latest Handbook

Guidelines on student workloads

ACU students assessments guide You will need to log in to access this page.

Foundations and fundamentals of assessment (2013) (PDF, 348.52 KB)

Assessment practices in LEO should support student learning.

Implications for practice

  • Assessment practices should be mapped to the Unit learning outcomes, the ACU Graduate Attributes, learning activities and course content.
  • The design of assessment tasks should reflect an increasing level of sophistication and complexity in order to meet academic and/or professional standards at unit and course level.
  • Assessment practices should ensure academic integrity and ethical behaviour through the use of text-matching and other tools that actively support the adoption of these behaviours.
  • Assessment practices within LEO units should allow for the inclusion of remediation or accelerated learning approaches to accommodate the learning needs of students.
  • Assessment practices within LEO units should support and encourage self and/or peer assessment and provide opportunities for students to take ownership of their learning through self-reflection, self-monitoring, rehearsal and practice.
  • Student feedback should be provided for both formative and summative assessments within agreed timelines and recorded in accordance with faculty procedures.


ACU Graduate Attributes

LEO Guides > Turnitin: a text-matching system that compares text in a student's assignment against a database of sources

Turnitin FAQs

Assessment practices should be communicated clearly to students and staff.

Implications for practice

  • Unit outlines need to be available on LEO in accordance with ACU assessment procedures and clearly communicate the rationale/purpose, type(s) of assessment, timing and grading criteria to allow students to plan their individual study program.
  • All staff involved in teaching a unit in LEO should have a common understanding of the unit’s assessment practices and requirements.
  • LEO units should provide clear and unambiguous instructions about assessment and also incorporate support mechanisms to help students complete assessment tasks (e.g. library subject guides for using journal databases).


Assessment Policy > Notification to students of assessment requirements

Assessment practices should use available technologies to support the overall management of assessment, including assessment design, and to provide rapid dissemination of assessment support and feedback.

Implications for practice

  • Assessment technologies should allow academic staff to capitalise on the use of technology-enhanced learning tools (e.g. simulations) so students can experience more ‘real-world’, authentic assessment events.
  • Assessment tasks should use technologies such as ePortfolios, blogs, wikis and online journals to:
    1. extend the range of knowledge, skills and attributes that can be assessed
    2. demonstrate or showcase students' learning achievements.
    LEO units should be designed to incorporate technologies such as webcams, audio and video recordings to provide alternative means of assignment submission.
  • Technologies should be used to help academic staff manage assessment administration tasks more efficiently and effectively, to improve productivity and reduce time taken in accordance with the checklist for the minimum use of LEO.
  • Students with a disability should have access to assistive hardware and software and provision made to incorporate these, wherever possible, into LEO units to support the completion of assessment tasks.


Ideas and inspirations for good practice in assessment (PDF, 1742.02 KB)

Policy and guidelines on ePortfolio use

Assessment policy > Personal circumstances affecting assessment

Assessment practices should comply with ACU and/or Faculty continuous improvement/ quality assurance procedures.

Implications for practice

  • Assessment tasks and outcomes are reviewed and moderated through peer review, the ACU Course Development and Course Review processes and student evaluations to ensure continued alignment with unit learning outcomes, Graduate Attributes and professional standards.
  • Professional development opportunities related to the design, implementation and moderation of assessment are made available to staff in a variety of delivery modes, including technology-enhanced approaches through LEO.


Assessment policy > Quality assurance, moderation and review

Consensus Moderation (PDF, 132.87 KB)

Learning & teaching

Please contact the Learning and Teaching Centre for professional development, resources and advice for your learning and teaching needs at ACU.

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