INFORMATION FOR STUDENTS Institute of Continuing and TESOL Education The University of Queensland

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1 Institute of Continuing and TESOL Education The University of Queensland POLICY AND PROCEDURES SUBJECT BEP Assessment Policy and Procedures: A guide for Students SECTION MANUAL TESOL OTHER SECTIONS COPIED WRITTEN BY SW/IM AUTHORISED BY JW DATE 10/03/2016 1

2 Contents Information for Students 1. BEP Entry and Exit Requirements Page 3 2. BEP I Assessment Overview Page BEP II Assessment Overview Page 5 4. Recording of BEP Speaking Assessment Tasks Page 5 5. Results Certificates Page 6 6. BEP II Grading Scales Page 6 7. BEP II Special Examination Requests Page 7 8. Assessment Remarking & Feedback Page 7 9. Enquiry on Results Page Non-Release of Past Examination Papers Page Academic Misconduct Definitions and Procedures Page Academic Misconduct Procedures Page

3 1. BEP Entry and Exit Requirements See ICTE-UQ Website for BEP entry and exit requirements. 2. BEP I Assessment and Progression Overview BEP I Assessment occurs throughout the BEP 1 program. The assessment is designed to provide students with feedback to assist their learning. The assessment should also provide an indication of a student s level and improvement across the macro skills. There will be opportunities for students to discuss their results with their teachers. See below for testing schedule. Students undertake diagnostic testing in weeks 1 & 2 of the course to identify areas to work on. Mid-course testing provides feedback on student progress and end of course tests measure achievement. Results on the week 9 & 10 tests and the academic writing final draft are entered into the PEPI grading system as a record of achievement. BEP I is not a pass/fail course so students successfully completing the course are expected to continue on to study on the BEP II course. However, poor performance, attendance or attitude and/or a failure to make academic progress are identified, and concrete and specific feedback given by teachers/dos/ados to students who display these traits (please refer to unsatisfactory student progress policy for procedures related to unsatisfactory student progress Each student will complete a BEP I Academic Progress Record. Feedback must also be formally recorded by the student in the their BEP I Academic Progress Record during the course and placed in the BEP I class folder on the S:drive. The main class teacher will also complete section 3 of this document on each student s language ability, attitude and in week 10 of the program. This document will be made available to the BEP II teachers for reference. BEP I Assessment Schedule Week IAS 1 Diagnostic Writing, Grammar & Listening Tests 2 Speaking Test - Pairs - 2 tasks Academic Writing Outlines* submitted Academic Seminars chairing & 3 Feedback on Writing Feedback on Outlines chairing & 4 chairing & Academic Progress Record SUBMIT Section 1 SUBMIT Section 2 Consultation with student 3

4 5 (Mid-course) Writing 250 word essay Reading 30 Questions Listening 30 Questions 6 Speaking - Pairs - 2 tasks Peer review First Drafts* submitted chairing & chairing & 7 Feedback on drafts chairing & 8 chairing & 9 Writing Test* 250 word essay Speaking Test* - Pairs - 2 tasks Final Drafts* submitted chairing & 10 Listening* 30 Questions Reading Test* 30 Questions Feedback given on week 9 Writing Test chairing & Final evaluation & Consultation * Formally Assessed and Recorded tasks 4

5 3. BEP II Assessment There is assessment in reading, listening, writing and speaking and you must receive at least a pass or higher in each skill, depending on the entry requirements of your intended UQ course. The following is an outline of the assessment tasks. Week 9 Week 10 Writing a 700 word essay (guidelines given in week 1, first draft due in week 6, final draft due in week 8) Speaking individual presentation and seminar discussion (guidelines given in week 1) Speaking Paired speaking test (15 minutes) Listening 2 tests on 2 different days (45 minutes each) Reading 2 tests on 2 different days (1 hour each) Writing 2 timed essays (300 words each) Pass/Fail 30% 70% 50% each 50% each 50% each There are also diagnostic tasks in each macro skill. Week 1 Week 2 Diagnostic Writing and Reading Diagnostic Listening and Speaking Feedback on performance will be given. 4. Recording of BEP Speaking Assessment Tasks Speaking Tests Audio/video recordings will be made of some speaking tests. These recordings are used for teacher standardisation purposes and/or for the production of classroom teaching materials. Individual Oral presentations Video recordings will also be made of some individual Oral Presentations. These recordings are used for teacher standardisation purposes and/or for the production of classroom teaching materials. All recordings remain the property of the ICTE-UQ and are for internal use for demonstration, moderation and academic review purposes. These recordings will not be made available publicly or made available to other students for distribution. 5

6 5. Results Certificates Students are issued with a certificate(s) of achievement based on the test results of courses completed. Results Certificates show the course studied and an Achievement Grade for Speaking, Listening, Reading, and Writing as well as the Overall Grade. The certificate also shows the Common European Framework of Reference for Languages (CEFR) proficiency level for the course studied. To view a sample Results Certificate click here (65KB) 6. BEP II Grading Scales Students in BEP II receive an Overall Grade for their BEP II overall course result as well as an Achievement Grade for each of the four macro-skills (listening, speaking, reading and writing). Overall grades are shown in Table 1 and Achievement grades in Table 2 and 3. Table 1 BEP II Overall Course Grades for courses starting before November 1, 2016 Overall Grade Overall Percentage 7: 92% 6: 82 - < 92% 5: 73 - < 82% 4: 63 - < 73% 3: 53 - < 63% 2: > 40 - < 53% 1: 40% Table 2 - BEP II Achievement Grades for each macro-skill (Speaking, Listening, Reading & Writing) for courses starting before November 1, 2016 Achievement Grade Percentage for each macro-skill HA % SA 63 - < 83% LA < 63 6

7 7. BEP II Special Examination Requests BEP II students may be granted special examinations for medical, compassionate reasons or exceptional circumstances. The student will be required to submit an ESP:BEP Enquiry on Results Form (hardcopies can be obtained from ICTE-UQ Reception) with supporting evidence to request a special examination. Where a student does not complete an exam on the set date due to medical reasons, a they may request a special examination To do so, they must provide a medical certificate providing evidence that they were ill on the test date/s. Medical Certificates should not be provided by a near relative or close associate of the student. ICTE-UQ reserves the right to check the authenticity of the medical certificate with the medical practitioner. The Director of Studies has delegated authority to approve applications for special examinations on these grounds. Students will be notified of the outcome of their request by or in person within five (5) working days of their submission. Where the outcome is favourable for a special examination, the student will be required to sit the test within two (2) weeks of the decision. Where a student is dissatisfied with the decision they have the right to take the matter further through the Institute's Complaints and Grievance Resolution process. 8. Assessment Remarking and Feedback Assessment Remarking is not available to ICTE-UQ students. To maintain exam security, no scores can be given for individual exam papers, nor feedback given on a test taker s specific areas of strength or weakness. 7

8 9. Enquiry on Results If a student believes that the mark awarded for particular assessment do not reflect his/her performance as measured against the assessment criteria s/he may submit an enquiry on results. However, an Enquiry on Results is not conducted simply because a student has not passed the course or because the student is not satisfied with the results that they have achieved. The student is required to provide the reasoning for their request. Double marking is used as a matter of course for most BEP assessments and all papers are carefully checked for accuracy. Therefore the chances of an error being made are small. For example: Week 10 Speaking Tests are independently assessed by two examiners. Both scores are used to calculate the grade. Week 10 Writing Tests are double blind assessed by two independent examiners. An average of the two scores is used to calculate the grade. Week 10 Listening Tests have a set marking key. They are clerically checked by two independent markers for accuracy. Week 10 Reading Tests have a set marking key. They are clerically checked by two independent markers for accuracy. However, if a student has a compelling reason why their results should be checked they should complete an application for an Enquiry on Results using the form available on the ICTE-UQ website at: or from the ICTE-UQ Reception desk, level 5, Sir Llew Edwards Building (Bldg 14). When completing the form the student should explain why the results should be checked. If the reason given by the student for requesting an Enquiry on Results is considered valid, the student s assessment will be reviewed and checked for accuracy. An Enquiry on Results can only be conducted within two (2) weeks of the certificate release date. ICTE-UQ will endeavour to send a response within five (5) working days of receiving the request. Please note that no individual scores can be given for individual exam papers, nor feedback given on a test taker s specific areas of strength or weakness. 10. Non-Release of Past Examination Papers BEP II students will not have access to past examination question papers. 8

9 INFORMATION FOR TESOL MANAGEMENT 11. Academic Misconduct Definitions Definitions Definition of academic misconduct: 1. Academic misconduct is conduct on the part of a student that: a) includes cheating, collusion and plagiarism; and b) seeks to gain for himself or herself, or for any other person, any academic advantage or advancement through the improper use of information; Attempt to commit misconduct A student who attempts to commit misconduct is guilty of misconduct Definition of Cheating Cheating occurs when a student acts before, during or after an assessment or examination in such a way as to seek to gain unfair advantage or assist another student to do so and includes, but is not limited to: a) plagiarising the work of another person and presenting that work as if it is the student's own work, without appropriate acknowledgement b) colluding with other students on individual assessment items c) fabricating data or inventing references d) bringing unauthorised material into an examination without the permission of the supervisor or leaving the material with the examination supervisor immediately on entering an examination e) submitting the same work or recycling work without prior permission of the course coordinator f) violating rules governing administration of examinations g) violating any rules relating to academic conduct of a course or program. Instances of academic misconduct include: a) tampering, or attempting to tamper, with examination scripts, class work, grades or class records b) failing to abide by reasonable directions of a member of staff in relation to assessable work or any other direction by staff relating to assessment at ICTE-UQ c) acquiring, or attempting to acquire, possess, or distribute examination materials or information without approval d) impersonating another student, or arranging for anyone to impersonate a student, in an examination or other assessment task

10 INFORMATION FOR BEP STUDENTS e) altering or falsifying any document that the ICTE-UQ or the University requires of the student (e.g. medical certificate, English Language Proficiency Certificate or any other supporting documentation) for the purposes of gaining academic advantage Disciplinary Action Disciplinary action for misconduct will be taken in accordance with the following principles: a) Disciplinary procedures must be fair and just, and consistent with the requirements of procedural fairness b) Penalties imposed for misconduct must be appropriate and proportionate c) Decision-making on misconduct will be carried out by an academic misconduct committee made up of members of the TESOL Management Group in consultation with the Institute Director or representative d) The initial focus of decision-making is on whether there is evidence of misconduct, with judgments of intentionality being taken into account in determining any penalty that might be applied. e) Confidentiality must be respected and maintained by all parties within the constraints of the need to hear a misconduct allegation or fully investigate misconduct allegations Levels of misconduct Student misconduct is determined according to a system of three levels of misconduct a) Level 1 minimal b) Level 2 moderate c) Level 3 serious Penalties available for academic misconduct Penalties that may be imposed by the academic misconduct committee are based on the level of academic misconduct as follows: Level 1 academic misconduct the academic misconduct committee may impose one or more of the following penalties for level 1 academic misconduct: a) a written warning b) recording the incident on the student s academic record within the ICTE-UQ student information management system which may then be passed on to UQ c) a requirement for the student to resubmit or revise the assessment item in relation to which misconduct occurred by a specified date 10

11 INFORMATION FOR BEP STUDENTS Level 2 academic misconduct the academic misconduct committee may impose one or more of the following penalties for level 2 academic misconduct: a) any level 1 penalty b) zero marks in relation to a specific component of a piece of assessment which is the subject of the academic misconduct c) zero marks for the piece of assessment in which misconduct occurred; or d) imposition of a limit on the grade the student may be awarded for the piece of assessment in which misconduct occurred Level 3 academic misconduct the academic misconduct committee may impose one or more of the following penalties for level 3 academic misconduct: a) any level 1 or 2 penalty b) immediate cancellation of enrolment c) cancellation of enrolment and refusal to re-enrol at ICTE-UQ for a specified period Factors in determining relevant penalty Relevant factors for the academic misconduct committee in determining an appropriate penalty for misconduct include: a) the nature and extent of misconduct b) the student s record c) whether the academic misconduct committee believes the student did not intend to commit the misconduct d) in the case of plagiarism, whether the student should be deemed to have intended to engage in academic misconduct because: (i) the student was provided with a detailed and specific definition of what constitutes plagiarism and; (ii) the student signed a declaration in respect of the relevant piece of work that they read and understood the information on plagiarism, and the penalties that may be imposed where an academic offence is committed; and (iii) the student s act of plagiarism is clearly covered by the information on plagiarism which the student received; e) the nature and relative weighting of an assessment f) whether there is evidence of a deliberate and premeditated decision to engage in misconduct g) the impact of the conduct on other people; or h) whether there are any mitigating circumstances 11

12 INFORMATION FOR BEP STUDENTS 12. Procedures for Allegations of Academic Misconduct When an allegation of Academic Misconduct is received from a classroom teacher, examiner, test invigilator, student or other person the following procedures are to be followed: 1. All incidents should be reported as soon as possible to the relevant TESOL manager (ADOS/DOS) for that program of study. 2. As soon as an allegation is received the relevant TESOL manager should meet with the person reporting the incident and record in writing the details of the incident. 3. If not already completed, the person reporting the incident should complete an incident report and submit it to the TESOL manager. The incident report must contain the name of the person reporting the alleged misconduct, the date of the incident, the date the report was written, a brief description outlining the key details of the alleged misconduct and the name(s) and student number(s) of students involved. 4. The student(s) alleged to have been involved in academic misconduct shall receive an allegation notice once the details in incident report have been confirmed. The allegation notice will contain the following information as a minimum: a. A description of the alleged student misconduct and the circumstances in which the alleged misconduct occurred b. A statement inviting the student(s) to attend the hearing with a person other than a legally qualified person if they wish. c. The date, time and location of the hearing (this should be as soon as is practicable). d. A statement that the hearing may proceed in the student s absence if the student(s) does not attend the hearing. e. Reference to this policy f. Advice that the student(s) can request a copy of all substantive material on which an allegation is based. g. Advice that they may provide written statements in the event they cannot attend the hearing. h. If appropriate, it may also be advisable that the TESOL manager encourage students to seek assistance from the Student Union or Student Services. 5. The TESOL manager and at least one other member of TESOL management will be present at the hearing, and form the Academic Misconduct Committee who will make the decision on what penalties, if any, will be imposed at the end of the meeting. Minutes of the hearing will be taken by the additional TESOL manager. While there is discretion for the TESOL manager to conduct a hearing in any manner they see fit, a hearing will usually proceed as follows: a. The student(s), and support person(s) if applicable, is welcomed into the hearing by the TESOL manager and introduced to the other TESOL manager and other Board members if relevant. b. The TESOL manager states the allegation under consideration and provides the student with an opportunity to inspect all substantive material evidence available (if the student has not already been provided with copies). c. The TESOL manager asks for the student s plea or, if previously indicated, whether they would like to change the plea. 12

13 INFORMATION FOR BEP STUDENTS d. The student(s) is provided with an opportunity to make verbal submissions and to provide any additional information for the TESOL manager s consideration. e. The TESOL manager seeks to clarify any outstanding questions from the material provided. f. If appropriate, witnesses are invited to appear. The witnesses and student(s) should not interact with each other directly, but direct questions instead through the TESOL manager. The student(s) and his or her support person must be allowed to remain in the room while the witnesses give statements. g. Any additional points of clarification are made and the student(s) is provided further opportunity to submit any comments before the TESOL manager deliberates the case. h. The TESOL manager asks the student(s) whether there are any issues about the proceedings they would like recorded. i. Should the TESOL manager determine that matters raised at the hearing warrant further investigation prior to making a decision, the hearing may be adjourned to facilitate that investigation, and subsequently re-convened at a later time. j. An adjourned hearing must be reconvened as soon as practicable and preferably not later than 10 working days after the original adjournment. 6.1a Role of TESOL Manager in hearing The TESOL manager is responsible for: the general conduct of the hearing and for upholding order throughout the proceedings leading the discussions and ensuring that the student has sufficient opportunity to submit evidence, including verbal submissions considering all the material and independently determining a decision based on findings of facts established on sound reasoning and relevant evidence. 6.1b Role of additional TESOL manager in hearing The role of the additional TESOL manager in a hearing is to keep minutes of the discussions that take place. It is not expected that notes are verbatim but that the substantive discussion is captured sufficiently. The additional TESOL manager will provide advice to the decision-maker on matters of process and policy, and is also has involvement in the decision of an allegation. 6.1c Role of support person to student in hearing The role of the support person is to provide support to the student throughout the hearing process. In some circumstances, a student may request the support person represent them at a hearing by speaking on their behalf. This is not prohibited by policy and should be accepted particularly in situations, where the student believes their ability to adequately represent themselves is impaired in some way. It is important that the TESOL manager checks that the representative is not legally qualified. 6.1d Role of witness The role of the witness is to provide evidence as requested by the TESOL manager. Witnesses may include course coordinators, other academic staff members or administrative staff, fellow students and librarians. The witness does not have a role in suggesting outcomes of the hearing and should be judicious in providing opinion. 6.1e Other persons 13

14 INFORMATION FOR BEP STUDENTS In order to ensure an independent decision is made, the only people to be present for the full hearing and during deliberations are the TESOL manager and the additional TESOL manager. 6. The outcome of the committee decision will be communicated to the Institute Director 7. Notice of the committee decision will be communicated in writing to the student in a timely manner, and where possible prior to the date and time that the end of course BEP results are released. Notice of decision As soon as practicable after the Academic Misconduct Committee makes a decision, they must: a) inform the Institute Director of the decision reached b) give the student a written notice of the decision; and c) inform the student of any appeal rights and timeframes; and d) save a copy of the notice to the student s academic record The notice must state: a) the decision b) the misconduct level c) the reasons for the decision d) the student s right to appeal and applicable timeframes; and e) that the outcome of the appeal may be: no change to original decision reduced severity and or level of penalty, or increased severity and or level of penalty Appeals A student may appeal a decision of the Academic Misconduct Committee as to: a) whether the student has committed misconduct; or b) the penalty imposed To appeal a decision the student must lodge an appeal application with the Manager Student Services, Level 5 Reception, ICTE-UQ within 5 business days of being given notice of the decision. 14

15 INFORMATION FOR BEP STUDENTS An appeal application must clearly state: a) the decision being appealed and the grounds for appeal; and b) grounds of appeal which must include one or more of the following: a. since the decision was made substantive new information that supports their case has become available; b. the process for making the decision was procedurally incorrect or unfair; c. the penalty imposed by the decision-maker was disproportionate to the level of alleged misconduct. A student must attach all relevant supporting appeal documentation at the time of lodging the appeal application. The Academic Misconduct Committee must hear the appeal within 5 business days from the date the student gives notice of the appeal An appeal will be heard by the relevant appeal body by way of new hearing and consider all disciplinary material at first instance. 15