IIE009 Assessment Strategy and Policy 2023

Data Classification - Public
IIE009: ASSESSMENT STRATEGY AND POLICY (V20)
POLICY NUMBER IIE009

POLICY NAME Assessment Strategy and Policy
This Policy replaced the Assessment Policy v28,
LEGEND which has therefore been revoked.
POLICY VERSION 20
Date of approval Date of Implementation
POLICY APPROVAL 04 November 2014 January 2015
19 May 2015 Effective Semester 2,
DATES AMENDED 22 July 2015 2015–Certain sections
26 August 2015 only January 2016
05 November 2015 Effective Semester 2,
19 May 2016 2016
25 August 2016 January 2017
03 November 2016 January 2017
24 August 2017 January 2018
29 October 2018 January 2019
17 January 2020 January 2020
02 September 2020 1 January 2021
02 December 2020 2 January 2021
18 March 2021 March 2021
02 September 2021 3 January 2022
03 November 2022 4 January 2022
DATE FOR NEXT REVIEW 2023
RELATED POLICIES IIE001: Quality Assurance and Enhancement
Policy
IIE002: Admissions Policy
IIE006: Work-Integrated Learning Policy
IIE007: Research and Postgraduate Studies
Policy
IIE008: Information Centre Policy
IIE010: Credit Accumulation and Transfer,
Recognition of Prior Learning and
Qualification Completion Policy
IIE011: Student Records Policy
IIE012: Graduation and Certification Policy
IIE013: Language Policy
IIE015: Safety, Student Conduct and Discipline
Policy
IIE020: Official Documentation Marketing and
Advertising Policy
1
S54:2020-09-03 (Full review) version 15 approved
2
S55:2020-12-02 version 16 approved (policy reviewed to include online submissions)
3 S57: 2021-09-02 Policy has been rewritten and restructured
4 S61-11-03 item 8.2.3
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The Independent Institute of Education (Pty) Ltd is registered with the Department of Higher Education and Training as a private higher education
institution under the Higher Education Act, 1997 (reg. no. 2007/HE07/002). Company registration number: 1987/004754/07
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IIE022 Teaching and Learning Strategy

IIE023: Intellectual Integrity and Property Rights
Policy
IIE026: Institutional Culture, Student Services
and Academic Allocation Policy
IIE029: Distance Education Policy
IIE030: The IIE Internationalisation Policy
IIE031: Institutional Governance and Policy
Development Policy
POLICY ANNEXURES Appendix 1: Managing Special Needs
Concessions
RELATED PROCEDURES PDIIE023: Intellectual Integrity and Property
Rights Procedure v 1
PDIIE024: IT Examination Configuration Guide v9
This Policy enjoys copyright under the Copyright Act, 1978 (Act No. 98 of 1978). No part of
this Policy may be reproduced or transmitted in any form or by any means, electronic or
mechanical, including photocopying, recording or by any other information storage and
retrieval system without permission in writing from the Proprietor.
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CONTENTS
GLOSSARY.................................................................................................................. 8
1 INTRODUCTION ............................................................................................... 13
2 POLICY SCOPE ................................................................................................ 14
3 PRINCIPLES OF ASSESSMENT ...................................................................... 14
3.1 The Teaching and Learning Strategy of The IIE ................................................. 14
3.2 Constructive Alignment ...................................................................................... 14
3.3 Diversity, Variety, Integration and Development of Learning Skills ..................... 14
3.4 Fairness, Transparency, Accessibility, Predictability .......................................... 15
3.5 Practicability and Appropriateness ..................................................................... 16
3.6 Reliability ........................................................................................................... 16
3.7 Scaffolding Cognitive Complexity ....................................................................... 16
3.8 Validity ............................................................................................................. 17
4 INTELLECTUAL INTEGRITY ............................................................................ 17
4.1 General 17
4.2 Similarity Detection Software ............................................................................. 18
5 ASSESSMENT PURPOSES.............................................................................. 19
5.1 Formative Assessment: General ........................................................................ 19
5.2 Graded Formative Assessment .......................................................................... 19
5.3 Integrated Curriculum Engagement(ICE)............................................................ 20
5.4 Summative Assessment..................................................................................... 22
6 EXTRAORDINARY CIRCUMSTANCES: CONVERSION TO TAKE-HOME
ASSESSMENTS................................................................................................ 22
7 ASSESSMENT STRATEGY AND IMPACT ON ASSESSMENTS ..................... 23
7.1 Assessment Strategy as Context ....................................................................... 23
7.2 Assessment Points and Scope in Modules......................................................... 24
8 TIME, EFFORT AND MARK .............................................................................. 26
8.1 Deadlines and Prevailing Times ......................................................................... 26
8.2 Notional Hours Allocation ................................................................................... 26
8.3 Time Allocation to Assessments not Under Invigilation ...................................... 26
8.4 Time Allocation to Assessments Under Invigilation ............................................ 27
8.5 Reading Time .................................................................................................... 28
9 THE CALCULATION OF STUDENT MARKS ................................................... 29
9.1 The Mark for a Module ....................................................................................... 29
9.2 The Basis for the Award of Distinctions .............................................................. 31

9.3 Condonations..................................................................................................... 31
10 ASSESSMENT TYPES/INSTRUMENTS/TOOLS .............................................. 31
10.1 Instruments, Tools, Types, and Purposes .......................................................... 31
10.2 Basic Assessment Rules.................................................................................... 32
10.3 Collaborative/Group Work .................................................................................. 33
10.4 Parameters that Determine Assessment Type ................................................... 34
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10.5 Assignments ...................................................................................................... 36

10.6 Practical Assignments ........................................................................................ 36
10.7 Portfolios of Evidence ........................................................................................ 37
10.8 Portfolios of Evidence - Capstone ...................................................................... 38
10.9 Examinations ..................................................................................................... 39
10.10 Practical Examinations ....................................................................................... 40
10.11 Oral Tests .......................................................................................................... 41
10.12 Oral Examinations.............................................................................................. 42
10.13 Tests ............................................................................................................. 43
10.14 Practicums ......................................................................................................... 44
10.15 Presentations ..................................................................................................... 45
10.16 Projects ............................................................................................................. 45
10.17 Simulations ........................................................................................................ 46
10.18 Tasks ............................................................................................................. 47
10.19 Research Proposals........................................................................................... 48
10.20 Research Projects, Theses and Dissertations .................................................... 48
11 SCHEDULING, INFORMATION AND NOTICE OF ASSESSMENTS ................ 49
11.1 Information to which Students are Entitled ......................................................... 49
11.2 Scheduling ......................................................................................................... 49
11.3 Notice and Application ....................................................................................... 51
12 ASSESSMENT EXCEPTIONS .......................................................................... 52
12.1 Principles ........................................................................................................... 52
12.2 Permitted General Exceptions............................................................................ 53
12.3 Exceptions for Assessments under Invigilated Conditions.................................. 54
12.4 Exceptions for Assessments with Submission Deadlines ................................... 57
12.5 Exceptions for Unavoidable Circumstances ....................................................... 59
13 EXCEPTIONS FOR HONOURS RESEARCH REPORTS FOR STUDENTS
STUDYING PART-TIME .................................................................................... 60
14 EXCEPTIONS FOR STUDENTS REGISTERED ON THE POSTGRADUATE
DIPLOMA IN ACCOUNTING (PGDA) AND THIRD-YEAR MODULES IN THE
BACHELOR OF ACCOUNTING........................................................................ 60
15 CONCESSIONS FOR ASSESSMENTS UNDER INVIGILATED CONDITIONS 60
15.1 For Approved Exceptions ................................................................................... 60
15.2 To Write in a Different Location .......................................................................... 61
16 CONCESSIONS FOR RELIGIOUS REASONS ................................................. 64
17 SPECIAL CONCESSIONS ................................................................................ 64
17.1 Principles ........................................................................................................... 64
17.2 Concessions for Differently-abled Students........................................................ 65
17.3 Concessions for Chronic Psychological, Psychiatric and Physical Conditions .... 65
18 DECLINED EXCEPTION APPLICATIONS ........................................................ 65
19 INSTITUTIONAL REWEIGHTING OF FORMATIVE ASSESSMENT ................ 66
20 ASSESSMENTS DURING SUSPENSION PERIODS ........................................ 67
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21 SUBMISSION OF ASSESSMENTS THAT ARE NOT INVIGILATED ................ 67

21.1 Due Dates/Late Submission ............................................................................... 67
21.2 Student Responsibilities – Submissions ............................................................. 68
21.3 Campus Responsibilities - Submissions............................................................. 69
22 LOST ASSESSMENTS ..................................................................................... 70
22.1 Lost Assessments - Assessments that were not invigilated ................................ 70
22.2 Lost Assessments Written under Invigilation ...................................................... 71
22.3 Corrupt/Missing/Incorrectly Submitted Electronic Files ....................................... 71
23 SITTINGS OF ASSESSMENTS: INVIGILATED ASSESSMENT (FORMATIVE AND
SUMMATIVE) .................................................................................................... 72
23.1 Summative Sittings ............................................................................................ 72
23.2 Formative Sittings .............................................................................................. 72
23.3 First and Subsequent Attempts at a Summative Assessment ............................ 73
24 SUPPLEMENTARY EXAMINATIONS AND RESUBMISSIONS........................ 73
24.1 Sub-minima and Access to the Supplementary Examination/Opportunity to Resubmit
............................................................................................................. 73
24.2 Results for Second and Subsequent Attempts ................................................... 73
24.3 Timing of Supplementary or Deadline for Resubmission .................................... 73
24.4 Requirements for Resubmission ........................................................................ 73
25 RULES FOR DISCONTINUATION: EXAMINATIONS ....................................... 74
25.1 Definition and Application................................................................................... 74
25.2 General Principles when Phasing-Out................................................................ 74
25.3 Where a Qualification/ Mode of Offering is Phased-Out in Totality by a Campus/ Brand
or the Institution ................................................................................................. 75
25.4 Discontinuation Examinations ............................................................................ 75
25.5 Concessions when a Pre-standardised Credit Curriculum is Phased out and Replaced
with a New Curriculum ....................................................................................... 76
25.6 Phase-out Planning............................................................................................ 77
25.7 Phase-out/Discontinuation/Module Replacement Communication ..................... 77
25.8 Exemption from Completion of a Module ........................................................... 78
26 SPECIAL REPEAT OFFERINGS OUT OF SEMESTER.................................... 78
26.1 Impacted Offerings............................................................................................. 78
26.2 The Structure of the Special Repeat .................................................................. 79
26.3 Assessment in a Special Repeat........................................................................ 79
26.4 Missed Exam Sittings ......................................................................................... 80
27 QUALIFICATION COMPLETION AND OUTSTANDING MODULES ................ 81
27.1 Qualification Completion .................................................................................... 81
27.2 Special Summatives: One or Two Outstanding Modules .................................... 81
27.3 First Attempts: Outstanding Modules Within Maximum Completion Times ......... 82
27.4 Outstanding Modules Beyond Maximum Time ................................................... 83
28 MODULES CHANGES IN A CURRICULUM ..................................................... 83
28.1 Modules that are Replaced in a Curriculum........................................................ 83
28.2 Modules Taken Out of a Curriculum and Not Replaced ..................................... 83
29 INSTITUTIONAL ISSUES IMPACTING ASSESSMENT.................................... 84
29.1 Assessment Errors Identified After Assessment Sittings .................................... 84
29.2 Assessment Errors Identified During Assessment .............................................. 84
29.3 Rewrites ............................................................................................................. 85
29.4 Reruns: Reasons ............................................................................................... 86
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29.5 Reruns: Approval process .................................................................................. 87

29.6 Rerun: Rules ...................................................................................................... 87
30 ASSESSMENT SECURITY ............................................................................... 88
30.1 Examiners and Assessors.................................................................................. 88
30.2 Procedures for Distribution of Master Copies of Invigilated Assessments (In Person or
Online) ............................................................................................................. 88
30.3 Distribution of Printed or Electronic Copies for Invigilated Assessments ............ 90
30.4 Procedures for Distribution of Answer Books/Sheets ......................................... 91
30.5 Procedures for Disposing of Invigilated Assessment Documents Post Assessment
............................................................................................................. 91
30.6 Assessment Copying Security On-site for Invigilated and Online Assessments . 91
30.7 Assessment Copying Security: Outsourced for Invigilated Assessments ........... 92
31 INVIGILATION PROCEDURES ......................................................................... 92
31.1 Appointment of Invigilators ................................................................................. 92
31.2 Invigilation Protocols .......................................................................................... 92
31.3 Training of Invigilators ........................................................................................ 93
32 ASSESSMENT PROCEDURES ........................................................................ 93
32.1 Notifying Students of Assessments and Venues ................................................ 93
32.2 Venue Preparation and Access .......................................................................... 93
33 ASSESSMENT VENUE MANAGEMENT .......................................................... 94
33.1 Venue Control .................................................................................................... 94
33.2 Disruptions and Evacuations .............................................................................. 95
34 ASSESSMENT RULES TO BE PRINTED ON THE ANSWER BOOKS ............ 96
35 MARKING AND FEEDBACK ............................................................................ 97
35.1 Transparency of Standards For all Assessments (excluding ICE) ...................... 97
35.2 Pass Marks ........................................................................................................ 98
35.3 Marking Timelines and Support.......................................................................... 98
35.4 Feedback ........................................................................................................... 99
36 Moderation ....................................................................................................... 99
36.1 Scope 99
36.2 Internal Moderation .......................................................................................... 100
36.3 External Moderation ......................................................................................... 102
37 ASSESSMENT RESULTS AND RETURN OR RETENTION OF WORK ......... 105

37.1 Recording of Assessment Results ................................................................... 105
37.2 Release of Results ........................................................................................... 106
37.3 Withheld Results .............................................................................................. 106
37.4 Retention of Summative Assessments ............................................................. 107
37.5 Return of Formative Assessments ................................................................... 107
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37.6 Storage 107

38 STUDENT QUERIES AND APPEALS............................................................. 108
38.1 Applications for Concessions and Exceptions .................................................. 108
38.2 Unfair or Incorrect Process Allegations ............................................................ 108
38.3 Request for Re-mark........................................................................................ 108
38.4 Access to Summative Scripts ........................................................................... 109
38.5 Appeals Against Decisions Related to Assessments........................................ 109
38.6 Fees, Assessment Appeals and Timing ........................................................... 110
39 DISCONTINUATION PLANNING .................................................................... 111
Figure 1: Standard Assessment Structure ........................................................................... 24

Figure 2: Reading, Set Up and Saving Time ....................................................................... 28
Figure 3: Assignments ........................................................................................................ 36
Figure 4: Practical Assignments .......................................................................................... 37
Figure 5: Portfolio of Evidence ............................................................................................ 38
Figure 6: Portfolio of Evidence - Capstone .......................................................................... 39
Figure 7: Examinations ....................................................................................................... 40
Figure 8:Practical Examinations .......................................................................................... 41
Figure 9: Oral Tests ............................................................................................................ 42
Figure 10: Oral Examinations .............................................................................................. 43
Figure 11: Tests .................................................................................................................. 44
Figure 12: Practicums ......................................................................................................... 44
Figure 13: Presentations ..................................................................................................... 45
Figure 14: Projects .............................................................................................................. 46
Figure 15: Simulations ........................................................................................................ 47
Figure 16: Tasks ................................................................................................................. 47
Figure 17: Research Proposals ........................................................................................... 48
Figure 18: Research Projects and Dissertations.................................................................. 48
Figure 19: Standard Scope and Scheduling of Assessments .............................................. 51
Figure 20: Permitted General Exceptions ............................................................................ 54
Figure 21: 7 Generally Permitted Exceptions for Invigilated Assessments .......................... 54
Figure 22: Missed Assessment for Invigilated Assessments – formative and summative, all
modes and all registration types.......................................................................................... 55
Figure 23: 3 Generally Permitted Exceptions for Assessments with Submission Deadlines 57
Figure 24: Submission of Assessments not Completed Under Invigilation .......................... 58
Figure 25: Unavoidable circumstances - all ........................................................................ 59
Figure 26: Location-based Reasons for Concessions ......................................................... 63
Figure 27: Lost Submitted Assessments ............................................................................. 70
Figure 28: Lost Invigilated Assessments ............................................................................. 71
Figure 29: Errors in Assessment Instruments ...................................................................... 85
Figure 30: Process for Approving Reruns............................................................................ 87
Figure 31: Rules for Reruns ................................................................................................ 87
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GLOSSARY
Term Definition
Alternative module A module that is approved by the Faculty Board as a substitute or
alternative for a module in a qualification. This could be a module
from any other qualification or indeed, from another provider.
Assessment The person on the campus who administers assessments and is
Administrator accountable for this to the Assessment Officer on the campus.
Assessment For each module, there is a cycle of assessments which is the set
cycle/cycle of dates on which assessments are completed or submitted
including additional attempts or submission points. There are thus
multiple periods in a cycle.
Assessment Officer A senior member of a campus administration (could also be an
academic) who is responsible on that campus for ensuring that
assessments are carried out procedurally in terms of this Policy.
Assessment An opportunity to write or submit an assessment.
opportunity
Assessment under Unless stated otherwise, this refers to assessments done under
invigilation the supervision of an invigilator with a predetermined start and
end time to which all students should adhere. This is often
completed in a controlled assessment venue.
Assessor The assessor is the marker who evaluates the work of a student
making use of the assessment criteria and memorandum set by
an examiner and their own knowledge of the learning area.
(Colloquially “marker”).
Attempt An attempt at an assessment is an effort to complete the
assessment.
Campus An organised space (physical or virtual) where teaching and
learning and associated activities take place. Also known as a
registered site of delivery at The IIE.
Campus A campus-level administrator responsible for the implementation
Administrator (CA) of a programme at campus level. Common titles include
Academic Operations Officer or Coordinator, Branch
Administrator or Operations Navigator.
Central Academic Central Academic Team of The Independent Institute of Education
Team (CAT) (The IIE) responsible for several of the regulatory, quality,
compliance, curriculum, and policy matters.
Concession An alternative or adaptation made to standard assessment
requirements.
Constructive The planned and explicitly stated coherence between the learning
alignment outcomes, content, teaching and assessment in a module and a
qualification.
Contact time Contact time is formally structured, normally synchronous learning
time mediated by an instructor (lecturer) in person or online.
Curriculum Curriculum structure refers to the organisation of the curriculum of
structure a programme. Thus, the fundamental, core and (if relevant)
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Term Definition
elective modules of each year-level of the qualification; inclusive
of progression requirements of modules and, where relevant,
cross-cutting or cross-curricular themes.
The IIE may amend the structure of the curriculum of a

qualification from time-to-time. When this happens, the new
structure is treated as a new version of the qualification and
students registered on the old structure are assisted to complete
as quickly as possible. These changes do not impact on the
qualification exit-level outcomes.
Cumulative Cumulative Assessment – this is a mark made up of the marks
Assessment (CASS) achieved for formative assessments, including ICE, for which a
mark is allocated (also referred to as a graded assessment). It
contributes to the final mark for a module and often governs
admission to the summative assessment.
Director The ADvTECH Group Executive directly responsible for CAT and
has ADvTECH Group responsibility for the academic functioning
and status of The IIE.
Discontinuation An additional, normally third, (summative) assessment opportunity
assessment/ given to a student who is registered on an offering that is being
examination phased out, if they have not succeeded in the ordinary
opportunities offered.
Examiner The module examiner is the subject-matter expert responsible for
the assessment design and setting the marking criteria.
Exception A reason for which The IIE may permit an assessment
concession.
External Examiner An external examiner ensures consistency between campuses
and across brands in the marking process for summative
assessments. The CAT appoints external examiners.
External Moderator An external moderator (who may also be an external examiner)
assures the quality of the learning material, curriculum, and
assessments (particularly instruments). The CAT appoints
external moderators.
Formative Assessments on which students are given specific feedback that
assessment will assist them in preparation for summative assessments. In our
context, formative assessments are normally graded and where
they are, the marks achieved contribute to the CASS mark.
Head of Programme An academic – normally, but not always, located within the CAT –
(HoP) responsible for academic leadership for one or more programmes
within a faculty. Senior Heads of Programme have additional
responsibilities, including the management of the Faculty.
Higher Education The Higher Education Qualifications Sub-Framework is the
Qualifications Sub- qualification framework for higher education. It constitutes level 5
Framework – 10 qualifications on the National Qualifications Framework
(HEQSF) (NQF).
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Term Definition
IIE Assist-Student Centralised IIE Assist - Student Hub for all students’ queries and
Hub complaints across Tertiary. Logged on brands' public-facing
websites and managed via a Case Management System. The IIE
Assist-Student Hub is also commonly referred to as the Student
Hub or Hub.
Integrated Continuous assessment tasks that students in a specific group
Curriculum complete as part of the formative assessment process and they
Engagement (ICE) thus contribute to CASS. These are normally designed by the
lecturer to promote the learning of a group of students in a
context.
Internal Moderator An internal moderator assures consistency and quality of learning
material and/or assessments and/or marking. Internal moderators
are normally appointed by campuses and National Offices but can
be appointed by the CAT.
Invigilation The process of supervising the conduct of an assessment
(normally a test or examination) to ensure that all required
controls, including prevention of cheating, are implemented and
adhered to. Thus, an invigilated assessment, has a defined start
and end time and students are occupied with the assessment for
the duration.
Invigilator The person responsible for supervising the conduct of an
assessment (normally a test or examination) to ensure that all
required controls, including prevention of cheating, are
implemented and adhered to.
Learning A learning management system is a digital learning environment
Management that manages all aspects of teaching and learning, student
System (LMS) engagement and support. This is currently known as Learn.
Lecturer The person responsible for the facilitation of student learning and
the marking of student work. In the distance/online space, this
person is known as an online tutor.
Module Information Official information on each module including assessment points,
Sheet (MIS) credit value, and NQF Level.
Mode of delivery A mode of delivery (also known as the mode of offering) is how
lectures will be conducted either online (distance) or face-to-face
in class (contact).
Registration Type- Full-Time and Part-Time.
Online (Distance) is only Part-Time.
Module/Course A module or a course is a “unit of learning” for which a mark is
assigned on a transcript. A programme (year of study) is made up
of modules or courses and a short learning programme is
normally the equivalent of one module or course.
Module completion This is the last date by which any assessment for a module can
date be submitted.
Module An additional assessment opportunity given to students on a
Replacement curriculum where a module is being replaced or changed, without
Examination the entire curriculum or qualification being phased out. If a student
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Term Definition
fails this assessment opportunity, they will need to repeat a
different module to complete the qualification.
National A member of an educational brand’s National Office responsible
Administrator (NA) for programme operations within that educational brand. Common
titles include Operations Navigator, National Programme
Coordinator, or (Senior) Programme Operations Manager.
National A single integrated system for the classification, registration and
Qualifications publication of articulated and quality-assured national
Framework (NQF) qualifications and part-qualifications. It comprises three
coordinated qualifications Sub-Frameworks; namely the General
and Further Education and Training Qualifications Sub-
Framework (GFETQSF), the Higher Education Qualifications Sub-
Framework (HEQSF) and the Occupational Qualifications Sub-
Framework (OQSF).
New student A student who is new to the institution, i.e., has registered with the
institution for the first time.
Non-Qualification A course or module that is part of a learning programme for a
Purpose (NQP) formal qualification, but for which a student elects to enroll and
course or module pursue without necessary registering for the formal qualification.
Offering Refers to the qualification or curriculum structure or mode of
delivery.
Phase-out The process used to discontinue an offering, which includes
special assessment concessions to help students complete their
qualification.
Programme Centrally, this is the IIE CAT person responsible to project
Operations Manager manage and coordinate material development and delivery, and
(POM) related tasks in collaboration with brands and members of CAT.
At brand level, the POM manages the operational roll-out of a
qualification across sites in that brand.
Qualification Guide The document that details the qualification structure and the
module and qualification standards and assessment points.
Quality Council for The quality council responsible for occupational qualifications and
Trade and that sub-framework.
Occupations
(QCTO)
Registration type This refers to whether a student is a full-or part-time student.
Repeat student In this context, a repeat student is a student who has attempted
and failed a module and is registered to do the module again.
Replacement A module that is placed in a curriculum in place of a module that
module has been taken out of the curriculum. A student would have to
have completed either the replacement module or the original one
– not both – to graduate.
Resubmission When a summative assessment is not completed under
invigilation, a resubmission opportunity is awarded as the
supplementary summative assessment opportunity.
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Term Definition
Similarity Detection An online platform such as SafeAssign which checks student work
Software for similarity to other work or publications and is used to flag the
possibility of inadequate referencing or plagiarism or copying.
Sitting A set of dates on which assessments are scheduled. There are
normally three sittings for invigilated summative assessments and
two for tests.
Special This is an additional assessment opportunity for any student who
Examination has one or two modules left on a qualification preventing them
from graduating.
South African A statutory body, regulated in terms of the National Qualifications
Qualifications Framework Act No. 67 of 2008. SAQA is responsible for
Authority (SAQA) registering qualifications and part qualifications as recommended
by the relevant Quality Council on the National Qualifications
Framework. Recognised international and other qualifications are
evaluated for equivalence to South African qualifications by its
Directorate: Foreign Qualifications Evaluation and Advisory
Services (DFQEAS). SAQA issues a Certificate of Evaluation
upon review of such applications.
Student Hub The Academic Operations Coordinator in the Student Hub
Academic attending to student queries and complaints that are logged on
Operations this system.
Coordinator (AoC)
Submission Handing in of an assessment (summative or formative) not
completed under invigilation.
Summative These are used to evaluate student learning, skill acquisition and
assessments academic achievement at the conclusion of a defined instructional
period – typically at the end of a project, unit, course, semester,
programme, or academic year.
Take-home These are formative or summative assessments that would
assessments ordinarily have been invigilated and have been substituted with an
assessment that can be completed at home.
Venue In the context of assessment, this normally means a venue set
aside for the purpose of assessment under controlled conditions
(controlled venue). It can be read to include the online space in
which assessments under invigilation are to be done (controlled
venue) or it can refer to the venue in which a student carries out
the work for the assessment, but which is not controlled by The
IIE.
Working days Any timeline referring to working days means the next working
day after the assessment date or deadline and the relevant
number of working days from there including the day of
submission. For example, “five working days” after the date of an
assessment written on a Tuesday would be the following
Tuesday.
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1 INTRODUCTION
(1) Assessment is an integral part of the educational process.
(2) Summative assessment is how students can demonstrate and be recognised for their
learning (measurement) against outcomes.
(3) Formative assessment is the process through which students and lecturers receive
feedback on the student’s progress towards achieving the stated outcomes (evaluation)
in terms of knowledge, skills, and values/attitudes/reflexive competence.
(4) Assessment principles apply to all assessed student work in all programme types
(including short learning programmes) and all modes of offering (contact and distance).
(5) The purpose of the Assessment Strategy and Policy (IIE009) is to make explicit the
elements of good academic practice to be observed in assessments undertaken in the
name of The Independent Institute of Education (The IIE).
(6) The Policy is supported by a set of standard procedures to be followed, to give effect to
these elements.
(7) Any personal information collected should be handled in accordance with the
Constitution and the Protection of Personal Information Act, 2013 (POPIA). In particular,
the processing of personal information should be consistent with POPIA’s conditions for
lawful processing of personal information. These include purpose specification,
processing limitation, ensuring quality of information, accountability, limitations on
further processing, correction of information, and retention of records5.
5
Inserted post S57
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2 POLICY SCOPE
(1) The Policy applies to all coursework components of all qualifications.
(2) The assessment rules for research-based qualifications at NQF Level 9 and above can
be found in the Research and Postgraduate Studies Policy (IIE007).
3 PRINCIPLES OF ASSESSMENT
3.1 The Teaching and Learning Strategy of The IIE
(1) All assessments will adhere to the IIE Teaching and Learning Strategy as they are an
integral part of the realisation of that strategy.
3.2 Constructive Alignment

(1) The planned and explicitly stated coherence between the learning outcomes, content,
teaching and assessment in a module and in a qualification is visible in curriculum and
assessment planning.
(2) All assessments are directly related to the outcomes of the module and the programme
concerned as well as to the module National Qualifications Framework (NQF) Level.
3.3 Diversity, Variety, Integration and Development of Learning

Skills
(1) Recognising learning style and performance preference diversity, students will
experience a range of assessment types.
(2) In a module and/or within assessment instruments, there is a diversity of question types
to enable students with different styles to successfully complete a module or individual
assessment.
(3) Assessments that require collaboration (group or team-based) will assess both the
collaboration and the individual competence.
(4) Assessments will focus on knowledge, skills, application, and values.
(5) Where appropriate, assessments will support the integration of outcomes across
modules.
(6) Students should be given a range of opportunities (types and timing) to demonstrate
their competence. Where appropriate, students need to be given an opportunity to
demonstrate how learning is integrated across modules.
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3.4 Fairness, Transparency, Accessibility, Predictability

(1) Assessments are fair.
a) Assessments should not discriminate between students except on the grounds of

the ability being assessed.
b) Fairness is achieved through equity of application of policies, through design
principles, marking, exception management and any other method required to
ensure that no student or group of students receives an unfair advantage.
c) Assessments including instruments and marking, are fair and will not unfairly
advantage or disadvantage any student or group of students.
(2) Assessment processes are transparent.
a) Assessment information will be made available to all students in an accessible,

consistent format that enables adequate student preparation and fair opportunities
to succeed.
b) Assessment information includes the type of assessment, scope of assessment,
dates, venues, appeals, marking procedures, assessment criteria and standards.
(3) Assessment is predictable.
a) The assessment, questions, and time allocation must all provide enough
information for the student to predict the time and effort and level of knowledge
and skill required.
(4) Assessment is accessible.
a) The instrument structure will be accessible and understandable to students and

will make use of known and predictable patterns and processes to assist students
to navigate through assessments.
b) Language used in the assessment will be accessible and will take cognisance of
the needs of those for whom English is not their first language.
c) Where language and jargon mastery is an explicit or obvious requirement of the
module, the requirement to demonstrate that competence is fair discrimination.
d) Assessment information will be made available to all students in an accessible,
consistent format (type of assessment, scope, dates, venues, appeals, marking
procedures, assessment criteria and standards).
e) Assessments that are group or team-based will enable equal opportunity to
develop and perform.
f) Language used will be appropriate for the level of the module and the nature of
the discipline being assessed or examined. Fair discrimination in language
competence is permitted for modules where such language competence is an
explicit outcome of the module.
g) Provision is made for concessions for those who are differently-abled and there is
policy and process to support these concessions.
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3.5 Practicability and Appropriateness

(1) Assessments are appropriate for the level of complexity at which the module and/or
qualification is being offered and test appropriate levels of skills, knowledge, and
cognitive maturity appropriate to that level.
(2) The assessment is achievable given the expected outcomes, the financial resources,
facilities, equipment and time constraints for students and assessors and the campuses.
(3) The assessment is achievable for all modes of offering and infrastructure and if not, is
amended accordingly without compromising any principles of sound and fair
assessment, the mode of offering and the campus concerned.
3.6 Reliability
(1) A reliable assessment enables consistent judgements over time and across groups of
students and markers.
(2) Marking guidelines, standards, rubrics, memoranda, internal and external moderation,
and result comparisons are used to ensure reliability.
3.7 Scaffolding Cognitive Complexity

(1) Learning is progressively complex, and students are expected over time to demonstrate
an increasing ability to apply knowledge and skills to unfamiliar contexts and problems
in innovative ways.
(2) Assessments are designed to assess achievement at the appropriate level of cognitive
complexity as captured in the level descriptors (South African Qualifications Authority
(SAQA) Level Descriptors for the South African National Qualifications Framework,
November 2012). These level descriptors are associated with the Higher Education
Qualifications Sub-Framework (HEQSF) of the NQF.
(3) Scaffolded taxonomies are used to support increasing cognitive complexity. The IIE
makes use of the work of Bloom’s Taxonomy (1956) and consequent iterations to
classify and construct learning objectives, their complexity and assessment.
(4) In a module and within any assessment instrument, there is a diversity of question types
to enable students of different styles to successfully complete a module or individual
assessment.
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3.8 Validity
(1) Validity is defined as the extent to which an assessment accurately measures what it is
intended to measure.
(2) Constructive alignment between the module outcomes, the assessment criteria
outcomes and the challenge, content, and type of content of the assessment is required.
This is in line with notions of constructive alignment.
(3) Assessments are appropriate for the level of complexity, skills, knowledge, and cognitive
maturity appropriate to that level.
4 INTELLECTUAL INTEGRITY
4.1 General
(1) The IIE respects the intellectual rights of others.
(2) Students are expected to understand, master, and comply with the rules of intellectual
and academic integrity associated with the use and referencing of the ideas of others.
(3) The provisions of the Intellectual Integrity and Property Rights Policy (IIE023) always
apply, and students are expected to adhere to this Policy.
(4) Except where required or permitted to do so in a portfolio of evidence or project, students

are not permitted to submit the same work for more than one assessment and/or module.
The student will receive zero for submitting the same piece of work more than once.
(5) In instances where students are repeating a module, regardless of assessment type,
students are required to, at least, review and improve the original piece of work. Where
it is identified that identical work is submitted in subsequent attempts, a mark of zero will
be given. 6
(6) Any student who assists anyone else to complete their work when the work is not
intended to be done collaboratively, including but not limited to, sharing work completed
in their own prior attempts at a module or completing work for payment or sharing work
in another way will be considered to have cheated and an appropriate process will follow
which may result in expulsion.
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4.2 Similarity Detection Software

(1) Students must submit their work, or the relevant part of their work, through the required
similarity detection software prior to submission, unless the assessment instructions
indicate that this is not necessary (such as for practical and/or calculation assessments).
(2) Assessments that have not been submitted through the approved similarity detection
software (where required) will receive 0%.
(3) The submission through the similarity detection software should be done a few days
before the assessment is due so that the student has time to attend to any concerns that
may arise. The revised corrected version must be loaded again through the software as
the version submitted for marking must be the same one for which a similarity report is
available.
(4) Late submission through the software will not afford students extra time before
submission.
(5) If a student attempts to bypass the similarity detection software in any way, a mark of
0% will be awarded and this will be viewed as an attempt to cheat which may result in
further sanctions or disciplinary processes. All the following, or any other attempts to
bypass the tool are a contravention of the Policy: uploading a document in a non-editable
format, uploading a scanned text, uploading an assessment that is not identical to what
is loaded for marking.
(6) For similarity detection software other than Safe Assign: It is the responsibility of the
student to ensure that a similarity report or receipt that provides evidence that the
assessment was submitted through the appropriate similarity software, is submitted with
the assessment.
(7) For SafeAssign, the similarity reports for submissions are collated for each module and
provided to the lecturer who must check the similarity reports for each student. The
purpose of such checking is primarily to assist lecturers to provide their students with
formative feedback about their academic writing and secondly to assist in identifying
plagiarism.
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5 ASSESSMENT PURPOSES 7
(1) The purposes of an assessment need to be reflected in the instruments and processes
used to assess students’ work.
(2) Some assessments are formative in that their purpose is to enable students to use
feedback to improve their performance in that module.
(3) Others are summative and their purpose is only to evaluate the attainment of the
outcomes.
5.1 Formative Assessment: General

(1) 8
As competence develops over time and is improved with feedback, formative
assessment should take place throughout the learning process and must result in
feedback that enables students to improve their performance and prepare for summative
assessments.
(2) Feedback to students may include a model answer, or rubric, depending on the nature
of the discipline. However, these are not sufficient as they do not provide an individual
student with feedback on the relationship between the student’s response and the
desired response in such a way that the student knows what action is needed to improve
their performance, particularly in preparation for the summative assessment.
(3) Some formative assessments are not graded (awarded marks) and function to provide
students with feedback to promote their development but performance on the actual task
does not contribute to the final module mark.
(4) ICE tasks would be an example of formative assessments that are not graded insofar
as each task does not make a performance-based assessed contribution to the final
mark although completion of the tasks is required to earn a contribution to the final mark.
5.2 Graded Formative Assessment

(1) Most formative assessments are graded and thus have both the feedback and evaluative
role.
(2) Graded formative assessment results are included in the Cumulative Assessment
(CASS) Mark.
(3) Graded formative and summative assessments are designed centrally in a standard
manner and format for all students in a module against the module outcomes. Unlike
ICE, graded assessments are not tools for class-specific responsive evaluation and
feedback by the lecturer to the student group they are teaching.
7 This was known as “Assessment Types”

8 S43: 2016-11-03 Item 5.1.1
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(4) The feedback from graded formative assessments should be used by students to
improve performance in their summative assessments but this feedback is generally
subject to a time delay.
(5) Tests, essays and tasks in a Portfolio of Evidence (PoE) are examples of graded
formative assessments.
5.3 Integrated Curriculum Engagement9(ICE)

(1) Each class and each student engage with their learning in a different manner.
(2) Understanding that engagement and progress improve the ability of the lecturer and the
student to promote student success in formative and summative assessments and
against the outcomes, in a focused manner.
(3) ICE activities are activities requiring active engagement with a small part of the learning
material/limited number of learning objectives to measure interim progress.
(4) ICE is the tool used at The IIE to give lecturers the autonomy, and students the reward,
for active, immediate engagement with the learning process, in small pieces, so that
lecturers and students get immediate and constant feedback on progress.
(5) They are either designed by the lecturer for the class needs at that moment or
purposefully selected from a range of options on Learn to meet the immediate needs of
the class.
(6) ICE tasks are a part of a continuous assessment process, so they need to be meaningful
and purposeful in allowing students and lecturers to track progress and learning needs.
(7) The contribution that ICE makes to CASS is normally a simple reward where students
can achieve up to 10% of their module mark simply by completing the required activities
in the prescribed manner.
(8) As such, ICE is part of the explicit teaching and learning strategy for contact and distance
modes of offering, in all undergraduate qualifications and in all postgraduate qualifications
that have coursework components.
(9) Exceptions, related to how ICE is marked or recognised, such as for professional
qualifications, are approved by Faculty Boards in consultation with the relevant Dean.
(10) This is deliberately and blatantly a behaviourist strategy to incentivise engagement. The
extent to which there is also learning achieved depends on the type of activities the
lecturer chooses, the quality of the feedback given, the link between the activities and
essential learning and mastery in the module and student attitude and effort. Not all of
these can be equally managed, and the focus should rather be on the quality of the task
than the extent to which students are exerting “sufficient” effort so that we are able to
9
S52: 2019-11-14 Item 8.2.3.2
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build intrinsic motivation to participate fully.
(11) If well designed, an ICE task will have an intrinsic mastery value for students, and they
will appreciate their value. Student compliance and participation are thus partly about
student autonomy but also about the quality of the tasks made available to them.
(12) With these objectives in mind, the 10% contribution is split between tasks on which
feedback is given (by the lecturer or by other students or self-assessment or machine-
marked assessment) and tasks on which the student is solely responsible for assessing
their performance against the module objectives and on which no other feedback is
given.
(13) To ensure that ICE meets all the objectives above, the following are the parameters
against which lectures should select or design tasks for their classes:
a) As this is an incentive process and occurs at different points throughout the

module (that are not always shared in advance with the students), students can
achieve the full allocation by doing at least four activities – two for feedback and
two without a feedback expectation.
b) At least six must be provided by the lecturer to enable students to submit all or at
least four.
c) As the task is intended to be a focused moment-in-time assessment of mastery,
each task should not require a significant amount of time to complete. Most tasks
should require less than an hour to complete – it should be noted that in a 10-
credit module, there are only 100 notional hours of learning available and if each
task takes more than an hour to complete, one will rapidly use up more than 5%
of notional learning time, taking time from the more substantive tasks at hand.
d) The type of activity should be deliberately chosen to ensure the best learning and
feedback for the student, taking into consideration objectives to be achieved, the
learning needs of the group, the mode of delivery of the module, and the
practical circumstances.
e) The task types should also vary to cater for different learning preferences.
Possibilities include but are not limited to existing activities on Learn, questions
from past formative and summative assessment, additional reading, quizzes,
debates, online group discussions, surveys, blog responses, studio activities,
mini-tests, and presentations.
f) Variety should also be offered in terms of when the tasks should be done such
as before, after or during a scheduled engagement with the lecturer or with other
students.
g) The timing should be spread across the module to ensure that there are several
opportunities for students to receive real formative feedback on their
comprehension and progress.
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5.4 Summative Assessment

(1) The purpose of summative assessments is to evaluate student learning, skill acquisition
and academic achievement at the end of a defined instructional period.
(2) Unlike formative assessments, which summarise student development at a point in a

module and are intended to improve the students’ learning capacity or skill, summative
assessments focus on analysing student achievements after the completion of the
learning process.
(3) Normally, students are only given a grade for summative assessments and not detailed
feedback.
(4) Summative assessments are typically the work of individual students, rather than a
group of students.
6 EXTRAORDINARY CIRCUMSTANCES: CONVERSION

TO TAKE-HOME ASSESSMENTS
(1) A take-home assessment is a replacement for an assessment that was originally
planned to be written under invigilation (formative or summative).
(2) A take-home assessment is not the preferred assessment method for the module
concerned but is necessitated by local or national emergencies and any consequent
restrictions on student presence on campuses.
(3) For existing assessments that were not going to be written on campus these
emergencies normally do not require changes to form or submission processes.
(4) As is the case in all assessments, both knowledge and skills are assessed in take-home
assessments.
(5) The scope of the assessment will be unchanged. The same learning units, and thus
module outcomes, will be covered as was originally planned for that assessment.
(6) As students can and will consult sources while completing the take-home assessment,
they are normally expected to reference the sources following all standard processes.
(7) Take-home assessment second opportunities and concessions are those that apply to
the written unseen assessments only.
(8) Submissions of take-home assessments (formative and summative) should be made

through the similarity integrity tool such as Safe Assign. If this is not possible, for
example, if a student submits photographed handwritten assessments, the lecturer will
check the referencing as per normal practice.
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(9) The additional time allocated between the release and submission of take-home
assessments does not indicate the amount of time taken to complete the actual
assessment, but rather, provides students with time to deal with any external factor, for
example, a lack of access to a device, or power supply. Students are required to plan
accordingly to ensure that they adhere to submission deadlines. 10
7 ASSESSMENT STRATEGY AND IMPACT ON

ASSESSMENTS
7.1 Assessment Strategy as Context
(1) Each qualification and each module have an assessment strategy that will ensure that
all assessment principles are adhered to and to manage predictability and student load.
(2) This strategy includes the type, number, and weightings of assessments in all modules.
This is made explicit for students in the Module Information Sheet (MIS) as summarised
in the Qualification Guide.
(3) The assessment structure, type, number, and weightings in all modules must be
appropriate for the credit value of the module (notional time), discipline, and NQF level.
(4) Exceptions to standard structures must be approved by Faculty Boards.
(5) In an assessment, module, and qualification, the strategy must include more than one
question type, learning skill, answer format, and time structure so that all learning types
are catered for.
(6) In an individual assessment, the structure of the assessment should not be that the
inability to answer one question impacts on the ability to answer others. Stated
differently, the inability to master one question cannot have the consequential impact of
making it not possible to answer others.
(7) Assessments must test theory/content, skills and appropriate application and should
include assessing values and attitudes.
(8) The assessment structure is outlined in the Module Information Sheet (MIS) as
summarised in the Qualification Guide and is made explicit for students.
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7.2 Assessment Points and Scope in Modules
(1) The allocation of assessment points to modules is principle based.
(2) The following principles apply:
a) The NQF Level of the module.

b) The number of credits assigned to the module.
c) The nature of the discipline being assessed.
d) The learning outcomes of the module.
e) Ensuring that students receive feedback on their learning progress.
f) The over-arching assessment strategy in the qualification.
(3) For 15-credit modules, this is the normal structure unless exceptions have been
approved by the Faculty Board.
Figure 1: Standard Assessment Structure
Summative Formative ICE Portfolios of

Assessments Assessments Evidence (PoE)
Number 1 2 Minimum of 4 Maximum of four
parts but can be
less.
Weighting No less than 35% Equitably and 10% 90%

reasonably weighted. This 90% must be
No more than 60% spread across the
parts, in accordance
with the size of the
part and the volume
of work or learning
units covered.
LUs Proportional to what LUs covered should be May be all but All – for the final part
covered has already been spread over the must be
assessed. formatives. focussed on the The LUs can be
developmental spread across the
May be all (if required needs of other parts,
and does not over- students. Recommended that
assess the same a reflective
content). component is
included.
Time If completed under If completed under 20 -30 hours
allocation standardised and standardised and
controlled conditions: controlled conditions: 1
2 hours hour.
(May be three hours, if
required by a
professional body or by
exception if approved
by the Dean and the
Faculty Board.)
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Summative Formative ICE Portfolios of

Assessments Assessments Evidence (PoE)
If not completed under
standardised and If not completed under
controlled conditions: standardised and
the reasonable rate at controlled conditions:
which a student can normally 10 hours, or
formulate a quality as otherwise
response (e.g., word communicated. 11
count, or as otherwise
communicated hours)
Marks If completed under If completed under Feedback 100 marks in total

standardised and standardised and provided to
controlled conditions. controlled conditions: students.
60 marks.
120 marks Participation
(May be 180 marks, if marks recorded.
required by a
professional body or by
exception if approved
by the Dean and the
Faculty Board.)
If not completed under If not completed under

standardised and standardised and
controlled conditions: controlled conditions:
100 marks. 100 marks.
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8 TIME, EFFORT AND MARK
8.1 Deadlines and Prevailing Times
(1) Unless otherwise indicated, days refer to working days between Monday and Friday and
do not count the day of the deadline and exclude public holidays and weekends. Three
days after a deadline if it was on Wednesday would be by close of business on Monday.
(2) Close of business if used means five o’clock Central African Time. 12
(3) Where times are specified, this is the South African time and adjustments to meet that
time must be made by those in other time zones.
8.2 Notional Hours Allocation
(1) The IIE subscribes to the “10 notional hours per credit” convention of allocating learning
time and this is accounted for in the assessment strategy.
(2) The notional hours include all teaching and learning activities in a module, including, but
not limited to lectures, mediated online learning, self-study and engagement with
learning materials, assessment preparation and assessment completion.
(3) The composition of, and relative time spent on, learning activities included in the notional
hours will be based on the mode of offering, the discipline and the nature of the content,
the year of study, the NQF level, the leveraging of technology and the promotion of self-
directed autonomous learning.
(4) In all modes of offering, the notional hours are divided between lecture/contact time,
student engagement on the LMS (which may or may not be mediated by a lecturer) and
independent self-study (including assessment preparation and completion some of
which will be on the LMS).
(5) For example, the portion of notional time that a student would spend on the LMS working
through prepared work for a numeracy module would normally have 10% of notional
time allocated to work on an LMS whereas a theory module could be up to 20%. On the
other hand, a student in the distance mode would not spend more than 10% of their
notional time in synchronous lectures. For students on blended campuses 30% of the
notional time is assigned to mediated engagement on the LMS.
8.3 Time Allocation to Assessments not Under Invigilation
(1) Students are entitled to an indication of how much time they should normally be allocated
to their assessments and the length and scope of such assessments.
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(2) Assessments must be planned with the allocation of notional time being taken into
consideration.
8.4 Time Allocation to Assessments Under Invigilation
(1) For assessments done under invigilation, the mark allocation for each question is
normally a measure of the time that should be used by the student to answer that
question. This “mark-a-minute” principle is intended to increase predictability for the
student and is a tool for moderating the reasonableness of the demand of the
assessment relative to the time.
(2) It is recognised that all students work at different paces, so the conventions are based
on the lower international ranges for pace for university-level students.
(3) The time allocation refers to the time that a student will need to deliver the outcome
being requested – it is not a measure of content, so it is not a mark per fact as an
example. Thus, a question that should take a student 10 minutes to answer must be
allocated 10 marks and so on. It may only require three points to be made.
(4) In some professional qualifications (e.g., the Bachelor of Accounting), the mark and time
allocation may be aligned to the requirements and standards set by the relevant
professional bodies that use different conventions. This is to assist those students to
become familiar with the assessment conventions of the professional body and to
manage those.
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8.5 Reading Time

Figure 2: Reading, Set Up and Saving Time
General Extended Professional IT and Online

case studies modules at exit practical invigilated
and some law level
Download and 10 minutes
print
Reading time 5 min per Up to 30 As per N/A As per
hour minutes professional original
access exam assessment
Notes during On question On question On question N/A Cannot be
reading time paper only paper only paper only controlled
Set up and N/A N/A N/A 30 minutes 20 minutes
saving/upload
time
Begin working After reading After reading After reading Start of set After
time time time up time reading time
(1) The following general rules apply:
a) Students may not, except for designated practical and IT modules, begin work on
their answers until after the reading time.
b) Students may not write on answer books until after the reading time.
c) Any book that is written on will be removed and replaced.
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9 THE CALCULATION OF STUDENT MARKS 13

9.1 The Mark for a Module
(1) A module mark normally comprises marks for formative and summative assessments.
(2) The assessment strategy employed in the module determines the weighting ratio
between the formative and summative assessments.
(3) For reporting and student communication purposes, percentages are used. Thus, marks
awarded are converted into a percentage.
(4) Student results are presented as whole numbers in the form of percentages.
Percentages are rounded up from .5 and above to the next whole number and from .49
and below to the preceding whole number.
(5) Marks are retained in the student information system as whole numbers and the rounded
number is used for calculations.
9.1.1 Formative assessments
(1) Unless otherwise determined by the Faculty Board due to the nature of the module, a
module will have formatives and ICE allocations.
(2) There is normally more than one formative assessment.
(3) The calculated total of the formative assessments, including ICE, is known as the
Cumulative Assessment result (CASS).
(4) There is, thus, a subminimum requirement for entry into the summative assessment.
This is called “achieving CASS”. To enter the summative assessment of a
module/subject in a full qualification, students need a weighted average of 40% in the
CASS mark if there are three or more elements that make up the CASS mark.
(5) Students who do not achieve CASS and who have failed to qualify for summative
assessment will have failed that module and this will be indicated as Did Not Qualify
(DNQ) on the transcript and academic report.
(6) There is no CASS subminimum for summative entry for the following:
a) Where there are two or fewer formative marks.
b) Portfolio of Evidence and Dissertation/Thesis.
c) Other modules for which this exception is stipulated such as the Brand Activations
and Challenges.
d) Special Exam and Discontinuation exams (see relevant sections).
e) Short Learning Programmes.
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9.1.2 Summative assessments
(1) The summative assessment would not normally be weighted above 60% of the final
mark.
(2) Where a student has not achieved the subminimum mark for a summative assessment,
the student will fail the module, even if their average mark including the CASS mark is
50% or above.
(3) For undergraduate modules, a minimum mark of 30% (known as the subminimum) is
required in a summative assessment for a student to be permitted a second attempt at
a summative assessment.
(4) For postgraduate modules, a minimum mark of 40% (known as the subminimum) is
required in a summative assessment for a student to be permitted a second attempt at
a summative assessment.
(5) Postgraduate students who receive 39% for their summative assessment will have their
mark adjusted to 40%, and will thus, be permitted a second attempt at a summative
assessment.
(6) A module normally has one summative assessment, unless professional body
requirements indicate otherwise. Faculty Boards must approve such deviations from the
standard assessment structure. The combined weighting of the first and second
summative assessments would normally not contribute more than 60% towards the final
module mark. In these instances, a student’s combined summative mark is calculated
using the individual assessment weightings for the first and second summative
assessments. A student could qualify for a second attempt at one or both the first and
second summative assessments, provided they satisfy the necessary conditions stated
in this policy for all of those second attempts. In cases where a student completed a
second attempt at one or both of the summative assessments their combined summative
mark is recalculated, replaces the module mark and the final mark is capped at 50%.
(7) In instances in which a special or discontinuation summative assessment result is 45%

or above:
a) The script of that student for the module in question is remarked by another
lecturer on the same or another campus, with the express purpose of identifying
whether there is any possibility of providing additional mark(s) for the student.
b) If no marking errors are picked up or there are no opportunities for reassessing
the mark of the student to at least 49%, then the student’s results for all the
assessments in that module will be reviewed by the Head of Faculty or the Dean:
Academic Development and Support.
c) If through the moderation and/or IIE process, there are no grounds for amending
the mark to at least 49%, the result will stand, and the module will have to be
repeated or replaced.
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9.2 The Basis for the Award of Distinctions

(1) 75% and above represents a distinction for individual assessments, the final mark for a
module, and for the qualification.
(2) A qualification is awarded with distinction when:
a) There is an average of 75% and above for all modules in all years of study.
b) The calculation includes each time a module is repeated.
c) The calculation includes marks for modules that were awarded internal credit.
d) The calculation does not include external modules that have been credited and
annotated “EC”.
9.3 Condonations
(1) This section provides a summary of all condonations of student results.
(2) All condonations will be automated, i.e., calculated by the Student Information System.
(3) Condonation of the CASS mark for a module: if the CASS mark is 39%, the CASS
mark will be condoned to 40%, and the student will gain entry into the summative
assessment.
(4) Condonation of a pass on the final mark for a module: If the final module mark is 49%,
the final module mark will be condoned to 50%, and reflect a PASS (P) for the module.
(5) Condonation of a distinction of the final mark on a module: if the final module mark is
74%, the final module mark will be condoned to 75%, and reflect a DISTINCTION (PD)
for the module
(6) Condonation of a distinction for the qualification: If the overall qualification average is
74%, the qualification average mark will be condoned to 75% and reflect “Distinction”
for the qualification.
10 ASSESSMENT TYPES/INSTRUMENTS/TOOLS
10.1 Instruments, Tools, Types, and Purposes
(1) Different assessment types work differently to allow students to demonstrate
competence against different aspects of the intended learning outcomes by assessing
the acquisition and integration of knowledge and skills.
(2) Where and how students are expected to engage with the assessment type will also
have an impact on what they are able to demonstrate. For instance, an invigilated test
done on campus is a different experience for students from an invigilated test that they
must type at home, or an invigilated test handwritten at home and uploaded.
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(3) The same type (test) can also be varied by whether or not students get the questions
in advance or whether they are unseen; whether answers are one word or an essay
and whether they have resources in the session or not (open or closed books) and what
these resources are allowed to be.
(4) An instrument developed as a specific type to be completed under specific conditions

will not give identical outcomes if the conditions are changed. Some conditions are not
interchangeable as they are simply too different. For instance, an assessment designed
to be completed under invigilated circumstances assumes that the answers will have to
come from the recall of prescribed resources and application, analysis and synthesis of
concepts whereas one designed to be done at home assumes the use and synthesis of
available resources. The latter would require more time and the questions would include
higher-order demands of synthesis in relation to these sources.
(5) The purpose of the assessment also impacts its design – that is, if the purpose is
formative and ungraded the questions are likely to check in on narrower areas of
learning than a summative assessment of a whole module.
(6) It follows that assessment instruments should be designed with an appropriate purpose
in mind and then in a way that is fit for that purpose. They must then be administered
under conditions that are purpose and type-appropriate.
10.2 Basic Assessment Rules

(1) The student must meet the requirements of the module and qualification and must thus
make appropriate arrangements for attendance, completion, and submission of
assessments.
(2) The student must meet the requirements of each assessment, and this includes
formatting, submission, and other technical requirements.
(3) Adherence to the principles of intellectual integrity applies to all assessments and this
includes strict adherence to all referencing requirements and submission through any
similarity identification software.
(4) Except for assessments completed under invigilated conditions where there is only one
copy, students are required to keep copies of all assessments and produce them if
required.
(5) Students must adhere to the technical requirements specified when the assignment is
issued, including word count. Word counts are normally given in ranges from minimum
to maximum.
(6) Assignments need to be typed or produced using appropriate tools for the discipline or
assignment type.
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(7) Normally, assessments are submitted online if their format allows. This means that no
hardcopy version is required.
(8) The instructions for upload to the Learning Management System or equivalent must be
followed. E-mailed submissions will not normally be accepted.
(9) If relevant, the submission must also be in executable format.
(10) Only the concessions in this Policy apply and if not followed as per the Policy they cannot
be granted.
10.3 Collaborative/Group Work

(1) As collaboration and working in a group is a global competency as well as a critical
cross-field outcome (a life skill), some assignments in each year of study will require
group work.
(2) A student who has elected not to work in a group where collaboration is required will
need to get the consent of the lecturer to work individually and will be penalised 20% of
their mark as they will not have met the collaboration objective. Without such consent
being obtained in advance, an individual submission will not be marked.
(3) A rubric covering all aspects of the assessment plus the way that allocations should be
done for individual and collective work must be provided.
(4) A rubric for the peer assessment must be provided.
(5) A group contract specifying the role of each individual and the deadlines by which their
work needs to be completed is required and must be submitted with the final submission
and must record whether the agreements were honoured.
(6) When students work in a group, the mark allocations will be specified as follows:
a) The mark allocation must be stipulated and must include:
i. An allocation for the whole group’s work.

ii. If individual contributions are identifiable in the final submission, a mark
allocation for each individual contribution may be specified.
iii. A peer assessment.
b) A student who has not met their commitments in terms of the group contract will
automatically lose 20% of their mark even if the final submission is complete.
c) Where an individual component is allocated a mark in the mark breakdown, a

student who has not submitted the individual aspect will also not be awarded
marks for that individual component.
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10.4 Parameters that Determine Assessment Type
10.4.1 Feedback
(1) Feedback can be in the form of a mark or grade only, such as in a summative
assessment, or as in the case of formative assessments, there can be feedback and a
grade, or feedback only. When feedback is given in any form other than a grade, it is a
requirement that it must be specific and actionable to enable students to improve their
performance.
10.4.2 Format of submission
(1) The output of an assessment could be a document (written or typed), a computer-

generated file or a file generated on a computer, an artefact, or a combination of these.
This would depend on the nature of the module as well as the purpose of the assessment
and its place in the overall assessment strategy.
10.4.3 Formative or summative
(1) This parameter determines how feedback is given and how much content is covered.
10.4.4 Individual or collaborative
(1) Students are required to demonstrate individual competence against the outcomes of a
module or programme. However, collaboration and group work are core global
competencies and thus some assessments will require group work.
10.4.5 Invigilation
(1) For some instruments, students are directly supervised while completing the
assessment. This invigilation may be in person or online. Invigilation is needed where it
is critical to ensure that the work is done in the time allocated independently by the
student. Invigilation is a strong method when needing to prove individual competence.
10.4.6 Output
(1) An assessment can require a theoretical answer, an applied answer that combines
theory and its application or it could be the creation of something. Often there is a
combination. The required output must align with the purpose of the module and of
higher education. The purpose of tertiary education is the development of higher-order
skills. Consequently, the outputs of assessments should reflect this. This means that
theoretical answers should not normally be limited to the reproduction of knowledge, but
should focus on the analysis, synthesis and evaluation of theory at a cognitive demand
level appropriate for the NQF level of the module.
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10.4.7 Resource usage
(1) For some assessments, students are expected to consult resources in advance but to
conduct the assessment without access to them. In others, the use of resources is
unlimited. The purpose of the assessment determines which is appropriate. Intellectual
integrity requirements including referencing, always apply.
10.4.8 Result composition
(1) The result (grade/mark) for the assessment can either be captured as a single mark on
the student system or different components can each be captured against individual
assessment events with or without a final composite mark for the instrument. In the case
of a project or portfolio as an example, it may be appropriate to enter a mark for each
element as a separate formative result and then allow students to use the feedback and
resubmit a consolidated set of earlier submissions that have been improved and enter a
final summative mark for the consolidated submission. Alternately, feedback can be
given without marks on the sections and only a final mark allocated.
10.4.9 Submission points
(1) The student could be expected to submit elements of the work at specific points or to
submit all elements at once or to submit parts that are then marked and resubmitted at
the end. This depends on how progress is being monitored and whether developmental,
formative feedback is being given.
10.4.10 Time constraints
(1) Depending on the nature of the work required to complete the assessment and the
purpose of the assessment, assessment instruments can be released and
submitted/completed differently. Where the assessment expects the student to integrate
learning throughout a module and to consult several sources, the instrument is released
at the beginning of a module and a submission deadline is set. Where the aim is to tightly
limit the time a student works and to require independent work, the release of the
instrument is just as the work on the assessment starts and there is a time-controlled
submission point. Students are normally invigilated for these assessments although a
similar method may be applied to assessments released to students at the start of the
day and then submitted later. In the latter case, independent work cannot be guaranteed.
10.4.11 Venue
(1) Many of the above impact on whether the assessment can be done at a place of the
student’s choosing or in a formal controlled setting or even in a specialist space.
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10.5 Assignments
(1) An assignment tests conceptual understanding by requiring responses to questions that
normally combine an exposition and application of theory.
(2) Assignment instruments are normally made available to students at the start of a module
or as otherwise communicated, 14 with a required submission deadline.
(3) A rubric must be provided to the students at the same time as the assignment is issued.
Figure 3: Assignments
Purpose Formative or summative

Result composition Single mark
Independent or collaborative Independent or collaborative
Feedback format Feedback (if formative) and a grade
Submission points One
Invigilated No
Time settings Normally released at the start of a module, or as otherwise
communicated, with a submission deadline. 15
Output Theory with application
Format Normally a document
Resource use Student discretion
Venue Not restricted
10.6 Practical Assignments

(1) A practical assignment requires a student to demonstrate skill and the ability to create
something based on what has been taught.
(2) A practical assignment tests conceptual understanding through application and thus
includes both the production of an applied artefact and an exposition of the supporting
theory.
(3) Practical assignments are normally made available to students at the start of a module
with a required submission deadline.
(4) A rubric must be provided to the students with the practical assignment brief.
14 S61-11-03 Item 8.2.3

15 S61-11-03 Item 8.2.3
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Figure 4: Practical Assignments
Purpose Formative and Summative

Feedback format Feedback and a grade
Invigilated No
Time settings Released at the start of a module, or as otherwise
communicated, with a submission deadline 16
Output Application
Format Artefact or a solution
Venue Not restricted
10.7 Portfolios of Evidence

(1) A portfolio of evidence is a curated collection of other assessments from the same
module.
(2) The portfolio is presented as a coherent whole to demonstrate mastery of knowledge,

skills, values, and attributes associated with the discipline and the module outcomes.
(3) The portfolio may be accompanied with an overarching rationale document that explains
how the portfolio demonstrates that mastery.
(4) A rubric must be provided when the requirements for the portfolio are released.
(5) The individual parts of the portfolio of evidence are normally assessed and feedback is
provided to the students on these parts (formative assessment). Marks can be allocated.
(6) The parts of a portfolio of evidence are presented and assessed collectively to
demonstrate and determine learning achievement (summative assessment). Students
are thus permitted to improve the individual parts based on the formative assessment.
16 S61-11-03 Item 8.2.3

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Figure 5: Portfolio of Evidence
Purpose Summative
Result composition One summative mark, parts can be graded as the
formative mark for the module.
Independent or collaborative Normally individual.
Feedback format Feedback may include a grade on formative parts, a
grade only on summative.
Submission points Multiple
Invigilated No
Time settings Normally released at the start of a module and with a
submission date.
Output Largely application but can include rationale or
theoretical context.
Format Depends on outcomes. Normally includes artefacts of
one form or another plus a document.
Resource use Student discretion.
Venue Not restricted.
10.8 Portfolios of Evidence - Capstone

(1) A portfolio of evidence is a curated collection of other assessments from several
modules.
(2) The portfolio is presented as a coherent whole to demonstrate mastery of knowledge,

skills, values, and attributes associated with the discipline and qualification module
outcomes.
(3) The portfolio may be accompanied by an overarching rationale document that explains
how the portfolio demonstrates that mastery.
(4) A rubric must be provided when the requirements for the portfolio are released.
(5) The individual parts of the portfolio of evidence are normally assessed and feedback is
provided to the students on these tasks (formative assessment).
(6) The parts of a portfolio of evidence are presented and assessed collectively to
demonstrate and determine learning achievement (summative assessment). Students
are thus permitted to improve the individual parts based on the formative assessment.
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Figure 6: Portfolio of Evidence - Capstone
Purpose Summative
Result composition One summative mark is attributed to one module although
parts will have been graded as the formative or
summative mark for other modules.
Independent or collaborative Normally individual.
Feedback format Grade
Invigilated No
Time settings Normally released at the start of a module and with a
submission date.
Output Largely application but can include rationale or theoretical
context.
Format Depends on outcomes. Normally includes artefacts of one
form or another plus a document.
Resource use Student discretion.
Venue Not restricted.
10.9 Examinations
(1) Examinations are summative assessments.
(2) An examination is an assessment attempted under standardised, controlled, invigilated

conditions. This is normally in a venue but can also be online.
(3) Examinations require advance preparation by the student.
(4) Examinations can take multiple forms which can be combined:
a) Seen: students are provided with the examination paper beforehand or aspects of
the paper so that they can prepare their answers.
b) Unseen: students are provided with the examination in the examination
venue/session for the first time.
c) Open book: students are permitted to bring stipulated learning material and other
resources into the examination venue/session. Sometimes they are also permitted
to use online resources.
d) Closed book examinations: students are not permitted to bring learning material
into the examination venue/session. Students may be permitted to bring in
additional stipulated equipment, such as calculators.
(5) Students are informed at the start of the module what kind of examination, or other forms
of summative assessment there will be.
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Figure 7: Examinations
Purpose Summative
Result composition Single mark normally made up of the marks for the
questions
Independent or collaborative Independent
Feedback format Grade only
Invigilated Yes
Time settings The session has a defined start and end and there is
no student discretion.
Output Theoretical with application
Format Document
Resource use Stipulated
Venue Examination venue or online
10.10 Practical Examinations

(1) Practical examinations are summative assessments.
(2) A practical examination is designed to test the application of skills and the ability to solve
problems.
(3) A practical examination is an assessment attempted under standardised, controlled,

invigilated conditions. This is normally in a venue but can also be online.
(4) Practical examinations require advanced preparation by the student.
(5) Practical examinations can take multiple forms which can be combined:
a) Seen: students are provided with the examination paper beforehand or aspects of
the paper so that they can prepare their answers.
b) Unseen: students are provided with the examination in the examination
venue/session for the first time.
resources into the examination venue/session. Sometimes they are also permitted
to use online resources.
d) Closed book examinations: students are not permitted to bring learning material
into the examination venue/session. Students may be permitted to bring in
additional stipulated equipment, such as calculators.
(6) Students are informed at the start of the module what kind of examination, or other forms
of summative assessment there will be.
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Figure 8:Practical Examinations
Purpose Summative
Result composition Single mark normally made up of the marks for the
questions
Invigilated Yes
Time settings The session has a defined start and end and there is no
student discretion.
Output Artefact with or without rationale, solution to a problem
Format Module specific
Venue Specialised venue or online
10.11 Oral Tests

(1) Oral tests are formative assessments.
(2) Some subject matter and level of required competency are best suited to oral
assessments.
(3) As presentation skills are a global competency an oral test also advances this
competency.
(4) An oral test is an assessment attempted under standardised, controlled, invigilated

conditions. This is normally in a venue but can also be online.
(5) Oral tests require advance preparation by the student.
(6) Oral tests can take multiple forms which can be combined:
a) Seen: students are provided with the questions so that they can prepare their
answers.
b) Unseen: students are provided with the questions at the time of the assessment.
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Figure 9: Oral Tests
Purpose Formative
Feedback format Grade and feedback
Invigilated Yes
Time settings The session has a defined start and end and there
is no student discretion.
Output Oral response to questions – skills
Format Oral and may be recorded
Venue Stipulated venue or online
10.12 Oral Examinations

(1) Oral Examinations are summative assessments.
(2) An oral examination is an assessment attempted under standardised, controlled,

invigilated conditions. This is normally in a venue but can also be online.
(3) Some subject matter and level of required competency are best suited to oral
assessments.
(4) As presentation skills are a global competency an oral examination also advances this
competency.
(5) Oral Examinations require advance preparation by the student.
(6) Oral Examinations can be based on questions that were provided in advance or on
unseen questions. Both can be combined.
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Figure 10: Oral Examinations
Purpose Summative
Invigilated Yes
Time settings The session has a defined start and end and there is no
student discretion.
Output Oral response to questions – skills
Format Oral and may be recorded
Venue Stipulated venue or online
10.13 Tests
(1) Tests are formative assessments.
(2) A test is an assessment attempted under standardised, invigilated, controlled conditions.
(3) Tests are used to enable students to demonstrate both recall and application of a limited
amount of knowledge under supervision and without peer collaboration. They measure
individual performance.
(4) Normally, tests require advance preparation by the student.
(5) Tests can take multiple forms which can be combined:
a) Seen: students are provided with the question paper beforehand or aspects of the
paper so that they can prepare their answers.
b) Unseen: students are provided with the question in the venue/session for the first
time.
resources into the venue/session. Sometimes they are also permitted to use online
resources.
d) Closed book: students are not permitted to bring learning material into the
venue/session. Students may be permitted to bring in additional stipulated
equipment, such as calculators.
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Figure 11: Tests
Purpose Formative
Result composition Single result made up of the marks for questions
Invigilated Yes
Time settings Controlled start and end and no student discretion
Output Theoretical or applied
Format Document
Venue Controlled
10.14 Practicums
(1) Practicums are formative assessments.
(2) Practicums are normally in a specialised field of study.
(3) Practicums are designed to give students supervised practical application of a previously
or concurrently studied field.
Figure 12: Practicums
Purpose Formative
Invigilated Normally
Time settings Normally set and controlled
Output Practical application
Format Depends on discipline
Venue Normally specialised
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10.15 Presentations
(1) Presentations may be formative or summative assessments.
(2) These require individuals or groups to orally present an idea, argument, or the outcomes
of an investigation/research and to back up that presentation with a technological
demonstration of the same material.
(3) Presentation skills are a global competency.
(4) Assessment of presentations will include:
a) Content
b) Skill of presentation – oral skills and link between those and aids
c) The aids – use of technology (quality and appropriateness)
d) Supporting documentation
e) Use of presentation platform and/or software
f) The artefact if required.
(5) A marking guideline and/or rubric is provided when the assignment is set.
Figure 13: Presentations

Result composition Single
Feedback format Grade and feedback if formative
Invigilated Yes
Time settings Presentation at stipulated time.
Output Application
Format Multiple
Venue In-person or online
10.16 Projects
(1) Projects may be formative or summative assessments.
(2) Projects are typically practical in nature and, therefore, assess the extent to which
certain skills outcomes have been achieved and demonstrated in an applied manner.
Sometimes, these are in simulated environments or laboratories.
(3) Projects are not accumulative and they might not be linked to each other although they
are linked to the module outcomes.
(4) Projects are a set of steps that are taken to achieve a single outcome. The outcome and
the steps are usually assessed.
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(5) Projects can be completed under the supervision and guidance of lecturers throughout
the semester and submitted on a set date.
(6) The assessment brief for the project is released early in the semester (for formative
and summative projects or as otherwise communicated.
Figure 14: Projects

Result composition Elements can be marked for the formative results and a
final mark captured.
Feedback format Feedback on formative elements. Grade only on
summative unless required for the specific module. 17
Submission points Normally in phases so that feedback can be applied to
produce better output.
Invigilated No – but can be guided.
Time settings Stipulated release and submission points. 18
Output Applied
Format Normally an artefact or solution and a rationale.
Resource use Student determined.
Venue Student determined.
10.17 Simulations
(1) Simulations may be formative or summative.
(2) A simulation is an imitation of a situation or process enabling a student or students to

demonstrate how they would apply knowledge in a real-world context when access to
such a context is not available or appropriate.
(3) A context could be simulated, and the embedded evaluation could be a project or a
portfolio of evidence.
(4) When the simulation is both a process and a context it may be evaluated as a simulation.
17 S61-11-03 Item 8.2.3

18 S61-11-03 Item 8.2.3
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Figure 15: Simulations

Feedback format Grade and feedback for formative
Submission points Normally at the end
Invigilated Could be
Time settings Stipulated end time
Output Applied
Format Depending on the module
Resource use May be stipulated
Venue May be stipulated
10.18 Tasks
(1) These are formative assessments.
(2) A task is a defined activity, completed in a short period of time with an appropriately
tightly limited scope, that then forms part of a composite activity such as ICE.
(3) Tasks have value in being able to demonstrate focused competence which can then be
used to build a more general demonstration of knowledge and its application.
Figure 16: Tasks
Purpose Formative
Result composition Does not normally have a grade on its own
Feedback format Feedback normally
Submission points Defined
Invigilated Could be
Time settings Submission deadline
Output Theory or application or both
Format Module dependent
Resource use Task dependent
Venue Task dependent
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10.19 Research Proposals

(1) Research proposals are formative assessments.
(2) A research proposal is the plan for a research project. The scope of the proposal and
the project that follows it is determined by the qualification concerned.
Figure 17: Research Proposals
Purpose Formative
Result composition Single result – for some qualifications there is no
grade
Feedback format Extensive feedback
Submission points Stipulated
Invigilated No
Time settings Given deadline
Output Theoretical
Format Document
Resource use Normally secondary sources determined by student
Venue Not specified.
10.20 Research Projects, Theses and Dissertations

(1) Research projects and dissertations are summative assessments.
(2) The scope of a research project is determined by the level at which it is to be assessed
and the purpose it plays in the qualification concerned. Research projects need to be
carried out in terms of the requirements of the Research and Postgraduate Studies
Policy (IIE007) and must include ethical clearance.
Figure 18: Research Projects and Dissertations
Purpose Summative
Result composition Single
Feedback format Grade and a report
Submission points One final but pieces submitted on the way
Invigilated No
Time settings Largely student determined within parameters
Output Theoretical and applied
Format Document
Resource use Student managed
Venue Student managed
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11 SCHEDULING, INFORMATION AND NOTICE OF

ASSESSMENTS
11.1 Information to which Students are Entitled
(1) Students are entitled to the following information which must be provided to them in time
for them to be able to use the information to prepare for assessments:
a) The learning outcomes of a programme and of each unit or module or course in

the programme.
b) The outcomes, learning units and material that will be covered in each
assessment.
c) The assessment strategy for the module.
d) The amount, complexity, and type of evidence of learning that will be required in
each assessment.
e) The criteria/standards against which competence is to be assessed including a
copy of the rubric if that is to be used for marking.
f) The kind of assessment instrument to be used.
g) All technical details with respect to what is expected in the assessment including
but not limited to rules.
h) Conditions, time, and venue of assessment.
i) Due dates.
j) Past papers where these exist and a mock paper where these do not yet exist or
where the assessment approach is fundamentally altered, so that the student can
familiarise themselves with the assessment approach. These are available on the
information centre website if not directly issued.
(2) Students are not entitled to:
a) Use lack of familiarity with the rules as failure to adhere to the rules as students
are expected to familiarise themselves with general rules including how to appeal
assessment decisions including reviewing marking.
b) Marking memoranda.
11.2 Scheduling
(1) Assessments need to cover reasonable and predictable volumes of work. The
assessment of LUs should be spread over the formative and summative assessments 19
and should not normally cover the same LU more than once. The covered LUs must be
explicitly communicated through the MIS.
(2) They need to be spaced evenly through a module to allow time for remediation and
student development.
19 S61-11-03 Item 8.2.3

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(3) There needs to be time between the last session taught on the material assessed and
the assessment itself to allow the assimilation of the material.
(4) Most assessments under invigilated conditions will take place during scheduled tests or
examination weeks.
(5) To ensure a reasonable workload for students, the assessments for modules need to be
scheduled in the context of the assessment schedule for that qualification. More than
one assignment, for modules in the same programme year, cannot be scheduled for
submission on the same day, although more than one test or examination may be written
on the same day.
a) Submission deadlines cannot be scheduled for the same day as assessments

under invigilated conditions are completed.
b) Similarly, the submission deadline for a portfolio of evidence or any other
summative assessment not completed under invigilated conditions must not
mitigate against students being able to prepare for invigilated assessments.
Wherever possible, the submission date for submitted summative work should be
at least five working days before the first invigilated summative examination for
that programme. 20
(6) No assessments will be scheduled on national public holidays including those that are
Christian religious days or on certain additional religious holidays (Refer to Section 15).
(7) In some modules, the best assessment strategy may include giving students a limited
amount of time to complete the assessment. In these instances, the assessment may
not be released at the start of the semester, but at stipulated times before assessment
submission. In such cases, these assessments must be scheduled during the set
assessment weeks, including examination weeks, so to allow students time to work on
these limited-time assessments. 21
20 S61-11-03 Item 8.2.3

21 S61-11-03 Item 8.2.3
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Figure 19: Standard Scope and Scheduling of Assessments
Formative % of material Comments Written/ Academic Weeks

period covered in submitted at
assessment % of sessions
based on the completed
sessions
1 25% Can be completed under 30% Week 3 completed
standardised and
controlled conditions or
not (TW 1).
2 35% Only assessments not 40% Week 4 completed
written under
standardised and
controlled conditions.
standardised and
not (TW 2).
standardised and
not (TW 2).
standardised and
not (TW 2).
6 70% Only completed under 75% Week 9 completed
non-standardised or
controlled conditions.
7 ICE
Summative 100% All work 12 Weeks
11.3 Notice and Application

(1) Students are entitled to at least five working days between the release of an assessment
result and the requirement to write a supplementary examination.
(2) Students will not be notified of their eligibility to write a supplementary assessment
unless there is a hold on their account that stops them from being able to see this
eligibility.
(3) Students are not required to apply for additional opportunities for which they are eligible
on a performance basis such as supplementary examinations for which they qualify.
(4) Examination timetables need to be released to students no less than four weeks before
the first examination is to be written, and if the supplementary sitting is within two months
of the original sitting, the supplementary timetable needs to be released at the same
time. If a supplementary examination is then not required for a module, it can be
cancelled.
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12 ASSESSMENT EXCEPTIONS
12.1 Principles
(1) To complete a module or qualification all assessments need to be completed.
(2) A mark of 0% will normally be entered if an assessment is not completed or submitted

as stipulated.
(3) Recognising that there may be situations in which a student cannot comply with normal
assessment requirements, there are permitted exceptions for which concessions apply.
(4) If the assessment has been missed for permitted reasons, the normal concession will
be completion or submission on another date and time.
(5) Any student who provides false or misleading information to attempt to access these
concessions will be managed in terms of the disciplinary code and where any dishonesty
is identified, the student will automatically forfeit access to all concessions for the
duration of their studies as one of the penalties for the lack of integrity.
(6) There are four types of concessions or exceptions as follows:
a) Permitted general: There are seven life events that would qualify a student for
concessions – (see Fig 20 22 and Fig 22 23).
b) Other life events: There are times when a student, for reasons other than the
seven life events above, may not comply with requirements and in these cases, a
limited number of concessions is allowed – see Fig 25 24.
c) Religious: There are religious occasions that would allow concessions – see
Section 16 25.
d) Special concessions: If a student has a medical or psychological condition
including but not limited to learning barriers, they may qualify for a range of
concessions to accommodate their documented needs – see Section 17 26.
(7) All assessment exceptions and concession applications must be lodged by the student
on the Student Hub. All relevant documentation pertaining to the request must be
included as only the documentation submitted with the application can be taken into
consideration for processing the application or subsequent appeal.
(8) If a student does not apply for a concession at all or on time or in the appropriate format
or is denied a concession, a mark of 0% will be entered for the assessment.
22
Figure 20: Permitted General Exceptions
23 Figure 22: Missed Assessment for Invigilated Assessments – formative and summative, all modes and all
registration types
24 Figure 25: Unavoidable circumstances - all
25 Section 16: Concessions for Religious Reasons
26 Section 17: Special Concessions
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(9) In cases where a concession has been granted prior to a decision on an institutional
rewrite being confirmed, the institutional rewrite overrides the individual concession
applied for and cancels any individual concessions already applied for.
(10) Immediate family, in the context of assessment concessions and exceptions, means:
a) Spouse or life partner.

b) Parents (biological, legal, or de facto).
c) Grandparents (biological, legal, or de facto).
d) Sibling (brother or sister).
e) Children.
f) The immediate family of a life partner excluding grandparents; and
g) Any other relatives who are financially dependent on the student concerned.
(11) In addition, an immediate family is one in which there are not more than two steps in the
kinship relationship. (e.g., a biological aunt is thus immediate family while the biological
aunt of one’s spouse or life partner is not considered to be immediate family.)
(12) Any concessionary opportunity is limited to two opportunities per academic year for any
generally accepted reason (Fig 20 27 and Fig 22 28). Any additional concession related to
unavoidable circumstances is limited to two opportunities per academic year (Fig 25 29).
This is managed across all formatives and summative sittings written under invigilated
conditions and those with submission deadlines (not invigilated) in that year of study.
They are not managed as individual allowances per sitting.
12.2 Permitted General Exceptions

(1) The seven key permitted general exceptions for which an application on the Student
Hub, with evidence, is required, are (Fig 20 30):
a) Death of an immediate family member.

b) Own serious illness or injury.
c) Serious illness or injury of an immediate family member.
d) Official representation in recognised provincial/national/international competitions.
e) Court appearances and study or resident visa renewal appointments.
f) Serious crime and motor vehicle accidents.
g) National or Regional Unrests, Protests, Strikes or Vandalism.
(2) The number of concessionary opportunities is limited to two concessionary opportunities

per academic year for any generally permitted reason (Fig 20 31 and Fig 22 32)
27 Figure 20: Permitted General Exceptions

registration types
29 Figure 25: Unavoidable circumstances - all
registration types
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Figure 20: Permitted General Exceptions
Assessments with
Assessments under
Submission Deadlines
Invigilated Conditions
(Not Invigilated)
7 x generally 3 x generally
Unavoidable Unavoidable
permitted permitted
circumstances circumstances
exceptions exceptions
12.3 Exceptions for Assessments under Invigilated Conditions

(1) There are seven generally permitted exceptions and there are exceptions for what is
described as unavoidable circumstances.
Figure 21: 7 Generally Permitted Exceptions for Invigilated Assessments
Death of an Serious illness or

Own serious illness or
immediate family injury of an immediate
injury
member family member
Official representation
in recognised Court appearances Serious crime and
provincial/national/ and visa renewal motor vehicle
international appointments accidents
competitions
National or regional
unrests, protests,
strikes or vandalism
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Figure 22: Missed Assessment for Invigilated Assessments – formative and summative, all modes and all registration types
Death of Own Serious Illness Serious Illness or Official Court Appearance Serious Crime and National or
Immediate or Injury Injury of a Family Representation and study or resident Motor Vehicle Regional
Family Member Visa Renewal Accident (MVA) Unrests,
Appointments Protests,
Strikes or
Vandalism
A student who Own serious illness or Immediate family Participation in a Required attendance at Involvement in a Inability to
Definition of reason for
has experienced injury which is defined member with a recognised a court appearance on motor vehicle accident safely travel to
exception application
the death of an by a medical serious illness or national/international the day of the in which someone was an assessment,
immediate family practitioner as making injury which requires competition as an assessment. injured. Direct victim due to national/
member. it impossible or unwise the student to be official representative of a crime that regional unrest,
(for reasons such as absent to attend to of a province/South Appointment at an involved violence, or a such as
further health risks to the support of the Africa or appointed as embassy. serious threat of protests,
the student or other person concerned, an official at such an violence. taxi/train/bus
students) for a student for a short period of event by a recognised violence or
to attend on the day time. body. strikes or
concerned. vandalism.
Student Hub
Application
Within 24 hours
Within five working days of the missed assessment. If no application is submitted within the five days, a mark of 0% is entered. of the missed
assessment.
No limit on Twice per year. Where assessments are scheduled in the same period (days close to each other) the No limitation.
Number
concessions. concession may apply to more than one actual test or examination but cannot be applied to more than one
period.
Affidavit Medical certificate Affidavit or other form Documentation from Certified copy of the A formal police If not widely
confirming kinship (including a certificate of proof of the kinship the sports body/team subpoena. accident/crime report published,
Required documents
- signed by a from a clinic) from a relationship. manager/event detailing the supporting

student and family registered health care organiser confirming Proof of appointment. accident/crime and the documents are
member. professional within details of the event. student involvement in required.
whose scope of it and a case number.
practice a diagnosis is
permitted, valid for the
day of the assessment
which makes the
_______________________________________________________________________________________________________________
The Independent Institute of Education (Pty) Ltd is registered with the Department of Higher Education and Training as a private higher education institution under the Higher Education Act, 1997 (reg. no. 2007/HE07/002).
Company registration number: 1987/004754/07
Page 55 of 112
Death of Own Serious Illness Serious Illness or Official Court Appearance Serious Crime and National or
Immediate or Injury Injury of a Family Representation and study or resident Motor Vehicle Regional
Family Member Visa Renewal Accident (MVA) Unrests,
Appointments Protests,
Strikes or
Vandalism
Death certificate. severity of the illness A medical certificate Police case number
or injury clear. (which may include a and affidavit
certificate from a confirming that the
clinic) from a student could not
registered health leave the scene.
care professional
within whose scope
of practice a
diagnosis is
permitted, valid for
day of assessment.
a) In all instances outlined above, the student on approval of the application by the Student Hub will be allowed a replacement assessment in the next available
opportunity/sitting.
b) For applications related to the death of an immediate family member, the onus is on the student to provide the death certificate. In cases where the death
Additional information
certificate is not available when the assessment is rewritten under invigilated conditions, the assessment will not be marked until the certificate is provided. If
a death certificate is not provided within three weeks of the death concerned, a mark of 0% will be entered.
c) For applications related to one’s own serious illness or the serious illness of a family member, the onus is on students to ensure that practitioners know that
they may be contacted to verify the severity of the illness or injury of the student or immediate family member concerned. The student should therefore have
ensured that they and/or their immediate family member has provided the appropriate consent to the practitioner to do so. Only in the case of a debilitating,
life-threatening or chronic condition (which needs to be attested to by a medical practitioner) will a student be permitted to apply for an exception based on
illness or injury more than twice per academic year 33 or in the case of short learning programmes once per programme. A student who has a chronic
condition that is likely to impact on more than one occasion during the semester should apply for a special concession as stipulated in Section 17.3. These
applications will require more stringent documentary evidence.
d) For applications related to serious crime and motor vehicle accidents (MVA), the student must provide documentary proof of at least one counselling session
attended either with a counsellor employed by The IIE (in person or by phone) or a counsellor in private practice. The concession will not be approved
without this evidence.
33 S61-11-03 Item 8.2.3

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12.4 Exceptions for Assessments with Submission Deadlines

(1) There are three generally permitted exceptions for assessments with submission deadlines.
Figure 23: 3 Generally Permitted Exceptions for Assessments with Submission Deadlines
Death of an immediate family

Own serious illness or injury.
member.
National or regional unrests,

protests, strikes and vandalism.
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Figure 24: Submission of Assessments not Completed Under Invigilation
Formative and Summative

National or Regional Unrests, Protests, Strikes or
Own Serious Illness or Injury Death of an Immediate Family member
Vandalism
A student may apply for this exception if the
reason for missing a submission deadline is A student may apply for a concession A student may apply for this concession if the student was
Definition
due to their own serious illness or injury related to a missed submission deadline unable to get to campus to submit an assessment, due to a
defined by a medical practitioner as making it due to a death of an immediate family national or regional unrest, such as a protest, taxi/train/bus
impossible or unwise for the student to submit member. violence or strikes or vandalism.
on the due date.
Application
Student
No later than five working days after the missed deadline. If no application has been made, Within 24 hours after the deadline for submission. If no
Hub.
a mark of zero will be entered. application has been made, a mark of zero will be entered.
Number
Two concessionary opportunities per year. No limit on this exception. No limit on this exception.
A medical certificate (which may include a

documents
certificate from a clinic) from a registered

Required
A death certificate and an affidavit The Student Hub may request the student to submit
health care professional within whose scope
confirming kinship - signed by student supporting evidence if a specific incident was not widely
of practice a diagnosis is permitted, valid for
and family member. published.
the day of the assessment and which makes
the severity of the illness clear.
a) For applications related to one’s own serious illness, the submission itself must be made no later than five working days after the missed deadline.
The work will however only be marked when the student provides proof of the application having been approved. In addition, the onus is on
Additional information
students to ensure that practitioners know that they may be contacted to verify the severity of the illness and should therefore have provided the
related to these
appropriate consent to the practitioner to do so.

applications
b) For applications related to death of an immediate family member, the submission itself must be made no later than five working days after the
missed assessment. In addition, the onus is on the student to provide the death certificate. In cases where the death certificate is not available at
the time of the resubmission, the submission will not be marked until the death certificate has been submitted. If the death certificate is not
provided within three weeks of the death concerned, a mark of zero will be entered.
c) For applications related to National or Regional Unrest, Protests, Strikes or Vandalism, the submission itself must be made the day immediately
after the cessation of the civil unrest that made the submission impossible if physical submission was required.
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12.5 Exceptions for Unavoidable Circumstances

(1) For any two assessments in one year, which may be in the same semester, a student may, after application on the Student Hub and without
evidence, qualify for a concession to accommodate additional life events beyond the control of the student. (Fig 25)
Figure 25: Unavoidable circumstances - all
This concession accommodates life events beyond the control of the student which falls outside the seven general permitted
This exception is defined as follows. exceptions in the Policy. These allow students an opportunity for a replacement assessment/submission without requiring any
documentary proof.
This application must be submitted via Within five working days of the missed assessment. If no application is submitted, a mark of 0% is entered after five working
the Student Hub. days.
These concessions are limited, and
students are advised to use them Two concessionary opportunities per academic year.
wisely.
The following documentation is
required for approval of this No documentation is required.
application.
a. Students must still complete the required assessment and the concession relates only to the timing.
b. For applications related to the formative assessments written under invigilated conditions, a replacement assessment is
written in the next available sitting/opportunity.
c. For applications related to the submitted formative and summative 34 assessments submitted, the submission itself must
Additional information related to these be made no later than five working days after the missed deadline. The work will however only be marked when the
applications. student provides proof of the application having been approved.
d. For applications related to written assessments 35, if the missed assessment is in sitting 1 or 2, the student may write the
missed assessment in the next available sitting. If the missed assessment is in sitting 3, the student will be required to
write a replacement assessment within seven working days. In these cases, a fee for the setting of an additional paper
may be charged.
34 S61-11-03 Item 8.2.3

35 S61-11-03 Item 8.2.3
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13 EXCEPTIONS FOR HONOURS RESEARCH REPORTS

FOR STUDENTS STUDYING PART-TIME
(1) Part-time honours students on programmes where all the non-research modules are
presented in two semesters can submit their research reports at the end of the third
semester and complete their Honours in 18 months or they may opt to submit the
research report on the same date as full-time Honour’s students in the fourth semester
(second academic semester of that calendar year).
14 EXCEPTIONS FOR STUDENTS REGISTERED ON THE

POSTGRADUATE DIPLOMA IN ACCOUNTING (PGDA)
AND THIRD-YEAR MODULES IN THE BACHELOR OF
ACCOUNTING 36
(1) Only one replacement test opportunity will apply to the year tests, and this will be an
integrated test covering all four subject areas and take place after year test three.
Application and the required supporting documentation (as per Section 12.3) 37 must be
submitted to the Student Hub.
(2) A student who obtains CASS for three out of the four modules will be granted access to
the final examination for the fourth module.
(3) A student who passes or obtains access to the supplementary sitting for three out of the
four modules and does not qualify for the supplementary exam in the fourth module will
be granted access to the supplementary exam for the fourth module.
15 CONCESSIONS FOR ASSESSMENTS UNDER

INVIGILATED CONDITIONS
15.1 For Approved Exceptions
(1) If the reason for missing an assessment is due to one of the seven reasons above, and
the application submitted via the Student Hub is approved, the student will be permitted
to write:
a) A replacement test in the next available scheduled sitting – if this sitting is also
missed, a mark of 0% is automatically entered unless the student qualifies for a
discretionary reweight; or
b) A replacement examination in the next examination sitting which may not be in the
same academic year depending on the sitting in which the examination was
missed.
36 S61-11-03 Item 8.2.3

37 Section 12.3 Exceptions for Assessments under Invigilated Conditions
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(2) The application must be fully supported with the required documentation as additional
documentation that was not originally submitted will not be considered in the case of an
appeal.
(3) Only if the injury or illness (of the student) has made it physically impossible to apply
within the five working days because of extended hospitalisation (for which medical
evidence is required) will the five-day period be extended.
(4) In the case of pre-requisite modules where the follow-on module will commence prior to
the sitting for the replacement assessment, students will be permitted to register for the
follow-on module, and in these cases, only pre-requisite modules will be treated as co-
requisites.
15.2 To Write in a Different Location

(1) Students registered in the distance mode elect their examination centre at registration
and may not change this centre less than eight weeks before the examination session
in question. A request to change from the original centre must be lodged with the Student
Hub.
(2) Distance students are normally required to select a site of The IIE closest to them but
will be accommodated at another appropriate venue where such a site is not available.
(3) Students registered in the contact mode are automatically registered to write on the
campus on which they are registered.
(4) For students registered in the contact mode, who are representing their province or
country as an official or player as per the above definition or are facing conditions that
are out of their control and are not recreational, permission may be given to write at a
different location.
(5) If the nature of the reason makes it not possible for the student to write in a different
location, they may also apply for a replacement assessment but must do so at least 10
working days before the assessment.
(6) These arrangements must be confirmed in writing by the campus with the examination
venue and filed on the student’s record electronically.
(7) The completed assessment may be scanned and mailed back for marking purposes, but
arrangements must be made to have the original scripts collected and returned for
record-keeping purposes.
(8) Except in the case of provincial or national representation, this is normally only available
once per academic year.
(9) In the case of students who are repeating modules and are studying or working in
another location and have lodged an application via the Student Hub at the start of the
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semester, assessments may be written at another location for those modules and the
once per academic year requirement is waived.
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Figure 26: Location-based Reasons for Concessions
Application to write in a Application to write in a Alternate Venue - Distance

Different Location – Different Location –
Contact Distance
This exception A full-time contact student A student who is studying A student who is studying in
is defined as who is representing their in the distance mode and the distance mode and has
follows: country or province in a is unable to write their selected an alternate venue as
national or international assessment at their their designated exam centre
sporting event or who is designated exam centre which is not a designated IIE
repeating a module and due to work-related travel, campus.
studying or working at may apply to write their
another location may assessment in a different
apply to write their location.
assessment in a different
location.
This Within 10 workings days Within 10 workings days An exam venue cannot be
application before the scheduled before the scheduled changed up to eight (8) weeks
must be assessment date. assessment date. before the summative. Only
submitted via cases that are subject to work
the Student travel will be considered.
Hub.
Limit to the Once per academic year. Once per academic year. Once per academic year.
number of
concessions.
The following Details of the site and the contact details of the invigilator for verification.
documentation A letter from the institution confirming they can accommodate the student and providing
is required for contact information for where the paper should be sent.
the approval of A letter from the invigilator confirming they will abide by the rules for assessment.
this
application.
Additional a) For applications related to writing an assessment in a different location - If the
information student is in a city where there is no campus or centre or is out of the country, the
related to onus is on the student to identify a site, religious site or an embassy/consulate or
these an educational institution where s/he can write. If the student is in hospital, s/he
applications. can make similar arrangements there. The onus is on the student to identify a
suitable invigilator. All costs are for the student’s account.
b) The examination is to be written at the same time as it is being written in South
Africa (SA) if this is possible to achieve during the day, or if the time zones are too
different, the paper is to be written at 08:00 on the morning immediately after the
SA students have written (that is during the SA night). Confirmation of this will be
received from The Operations Manager of CAT.
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16 CONCESSIONS FOR RELIGIOUS REASONS

(1) The IIE does not schedule assessments on Christian religious holidays that are national
public holidays.
(2) The IIE does not schedule assessments on the following additional religious holidays.
Hindu Diwali
Jewish Pesach (Passover)
Shavuot (Feast of Weeks)
Rosh Hashanah (New Year)
Yom Kippur (Day of Atonement)
Islamic Eid al-Fitr
Eid al-Adha
(3) If the sitting of an assessment written under invigilated conditions is scheduled on a

religious holiday other than those listed above, and an application is made at least 10
working days in advance on the Student Hub, a student may write in the next available
sitting.
(4) There are no concessions for submission dates for religious reasons.
17 SPECIAL CONCESSIONS
17.1 Principles
(1) The Independent Institute of Education’s policies and procedures are established by
Senate to protect the integrity of the academic experience and ensure equity of offering
across the Institute.
(2) Decisions about requests will be evaluated according to the standards and principles
embedded in the policies, and the practical and other impacts of the exception requested
on fairness and equity for all students, as well as with due regard to protecting the
reputation of the rigour of our academic processes.
(3) Applications for special concessions can be submitted at any time but are preferred prior
to the first assessment point in any module or course. These applications must be
submitted to the person appointed by the campus to manage special concessions.
(4) Once the campus has completed the necessary section of the application form, the form
is then sent via the appropriate support desk (formerly Intralink (SATS)), either to the
National Office, or directly to the Dean of Academic Development and Support.
(5) Concessions will be reviewed annually in a manner determined by the Dean as

appropriate for the matter concerned.
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17.2 Concessions for Differently-abled Students

(1) The IIE recognises that some students by virtue of being differently-abled, having a
special learning requirement or a disability or other need including a chronic illness, may
require assessment concessions.
(2) All concessions allowed and the process of applying and managing such concessions
are detailed in Appendix 1.
(3) If an external service provider is used, then the campus needs to ensure that students
are fully informed about their responsibilities in terms of engaging with the service
provider, and how the special need concession will be managed. The campus also
needs to ensure that an additional invigilator is appointed to oversee how the service
provider is managing the students in tests and examinations.
17.3 Concessions for Chronic Psychological, Psychiatric and

Physical Conditions
(1) A student may request exceptions to policies of The IIE under exceptional special
circumstances which will include serious and debilitating chronic psychological or
psychiatric or physical health conditions.
(2) Students must present compelling, exceptional, and documented circumstances in

making their request. Documentation must include a full medical or psychiatric, or
psychological report from a registered professional available for contact and consultation
on the request. The request must include the exact nature of the exception being
requested along with an indication of how long the exception may be required. The
request must include evidence, or a supporting affidavit confirming student compliance
with treatment and support in managing the condition.
18 DECLINED EXCEPTION APPLICATIONS

(1) If an application is declined (either for lack of enough compelling evidence, or because
the reason does not qualify in terms of the Policy, or because a concession has already
been made for another assessment for the reason stipulated) the following applies:
a) In the case of formative assessments, if the student does not qualify for a
discretionary reweighting, a mark of 0% is entered.
b) In the case of summative assessments, a mark of 0% is entered.
(2) Students submitting incorrect query details (e.g., reason for application, date of missed
assessment, type of missed assessment, etc.) and incorrect dates, modules, and
reasons run the risk of having their application declined on that basis. Students need to
take precautions to ensure that they provide accurate information on their application for
replacement assessment.
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19 INSTITUTIONAL REWEIGHTING OF FORMATIVE

ASSESSMENT
(1) This can only be done at institutional discretion and up to and including NQF Level 7.
(2) A student may apply to the Campus Head to have one formative assessment in a module
reweighted to a maximum of two formative assessments in a year.
(3) The IIE, through the Student Hub, after consideration of the application, may at its
discretion approve the application if proven that exceptional circumstances existed that
resulted in a student missing both the formative and replacement assessment
opportunity granted in terms of exceptions to this Policy.
(4) No such reweighting at the discretion of the institution shall be possible under the
following circumstances:
a) Reweighting is not permitted for the formative assessment in modules that only
have one formative other than ICE.
b) Reweighting of part of a summative assessment; therefore, if a piece of work
submitted for formative assessment that will later form part of the summative
assessment is not completed, the student will get 0% for that portion that is a
contribution to CASS but will still be required to submit the work for any summative
assessment to be done.
c) Reweighting of ICE is not permitted.
d) Reweighting of Brand Challenges/Brand Activation/Design Collaboration
submissions are not permitted.
(5) The process to be followed is:
a) The student must apply to the Campus Head within five working days of the missed
assessment.
b) A campus may, after written motivation from a student that the campus has
reviewed, make an application within two working days on behalf of the student
via the Student Hub.
c) The application must be properly motivated and include all supporting evidence.
d) The campus-designated person is responsible for applying for the institutional
reweight on the student’s behalf via the Hub via the backend (CRM) using the
reweight category.
e) The case – when saved, can be assigned to a specific Hub user if necessary–
depending on business requirements.
f) The Hub grants/declines the reweight and communicates the outcome directly with
the student.
g) The email address for the response would be the IIEConnect email of the student.
h) If the application is granted, the institutional reweight is processed by the Hub on
IIE Assist.
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(6) If a student is found to have exaggerated or fabricated any information, a result of 0%

will be entered and a disciplinary investigation will be initiated.
(7) Reweighting means that the contribution of each formative assessment, other than ICE,
to the CASS mark for that module or subject, is proportionally reweighted to cater for the
test not written or the assignment not submitted. Thus, the weighting of the remaining
formatives, relative to each other, does not alter although the relative contribution of
each assessment to the overall mark increases.
(8) If an institutional reweight is not awarded, a mark of 0% is entered for the missed
formative.
20 ASSESSMENTS DURING SUSPENSION PERIODS

(1) During a period of suspension while a disciplinary case is in progress, students – even
those who have been suspended from the campus or other academic activity – must
complete assessments (formative and summative) but will not receive the results for
such assessments until the disciplinary process is concluded or the suspension is lifted.
(2) It is the responsibility of the campus to make appropriate arrangements for the student
and to communicate with the student accordingly, but it remains the responsibility of the
student to be available for such communication. The campus would have discharged its
responsibility if it can show it communicated accordingly with the student on the relevant
official e-mail address. It is the responsibility of the campus to check the summative
results of these students and to notify the student if they have qualified for a
resubmission or supplementary examination.
(3) If suspension with access to assessments is the penalty following a completed

disciplinary, the onus is on the student to contact the campus to arrange assessments
while the campus retains the responsibility for communicating resubmissions or
supplementary examination eligibility.
21 SUBMISSION OF ASSESSMENTS THAT ARE NOT

INVIGILATED
21.1 Due Dates/Late Submission
(1) Students must adhere to the due dates and times stipulated. Late submissions will not
be accepted.
(2) For all students – assessments submitted online must be submitted before nine o’clock
in the evening (Central African Time) 38 on the due dates unless otherwise stipulated.
Students are reminded that technology failures are not a reason for late submission and
38 S61-11-03 Item 8.2.3

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Page 67 of 112
thus they are encouraged to begin submitting at least an hour before the deadline to
ensure that they are able to deal with any difficulties encountered.
(3) For assessments that are submitted online, the time indicated on the automated mail
sent to students, which is the time that the upload of the assessment is complete, will
be taken as the submission time. 39
(4) Any submission which is not conducive/permitted for online submission must be
submitted by four o’clock in the afternoon (Central African Time) 40 on the due date.
(5) Assessments not submitted on time will not be accepted by campuses and will be
handled in terms of the exceptions in this Policy, if any apply.
(6) There may be instances where a student is unable to submit an assessment not
completed under invigilation. The generally accepted reasons are outlined in Fig 24 41.
(7) Students may not use a lack of access to on-campus computers and printers as the
reason for late or non-submission. Students are expected to plan to have enough time
to make use of these or alternate facilities knowing that demand will go up shortly prior
to submission times.
(8) Students are required to keep secure backup copies of all assessments, including those
that are in progress, as technology failures will not be considered grounds for a late
submission.
21.2 Student Responsibilities – Submissions
(1) The onus is on the student to meet all the requirements stipulated in the assignment and
its cover sheet and in this Policy.
(2) The onus is on the student to complete the module information and to accept “the digital
student intellectual integrity declaration’’ before the link enabling the submission of the
assessment would become available.
(3) Students are advised to ensure enough time (at least two days) for the process of
submission to the approved online similarity detection software as required, as failure to
have completed that process will not be taken into consideration for late submissions.
(4) The onus is on the student to ensure that the submission sheet at the designated
submission point is signed if online submission is not appropriate for the assessment
task, e.g., a teaching artefact.
(5) Students are required to keep copies of their assessments (preferably electronic) or any
other submitted work. The onus is on students to produce such a copy should it be
39 S61-11-03 Item 8.2.3

40 S61-11-03 item 8.2.3
41 Figure 24: Submission of Assessments not Completed Under Invigilation
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required. If the assessment is one for which a copy cannot be kept (such as a practical
piece of work that cannot be reproduced) the onus is on the student to keep
photographic evidence of the work in sufficient detail to allow assessment of the work.
(6) For assessments that are submitted online – students must retain all confirmations of
online submission uploads. The onus is on the student to produce such confirmations if
they are disputing the submission time of an assessment. 42
21.3 Campus Responsibilities - Submissions
(1) The onus is on the campus to have a designated submission point where students can
sign that they have submitted their assignments that are not appropriate for online
submission. The onus is on the campus to be able to produce that sheet. If a student
has not signed the sheet, the assessment is considered not to have been submitted.
(2) The onus is on the campus to have such a submission point available to students during
working hours, 48 hours in advance of the submission time.
(3) Campuses are required to return formative work to students – including practical work.
It is the responsibility of the student to collect formative work within 10 working days of
results being released or the campuses are entitled to discard the work.
(4) Campuses are responsible for ensuring that markers sign when collecting and returning
work for assessment, and that the signed class list indicates clearly how many and which
assessments are being collected and returned. The onus is on the campus to check this
when work is returned or given to markers.
(5) The onus is on the lecturer to pull and review the similarity report for students while the
onus is on the campus to withhold from marking all assessments that were not submitted
through the online similarity detection software that should have been.
42 S61-11-03 Item 8.2.3

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22 LOST ASSESSMENTS
22.1 Lost Assessments - Assessments that were not invigilated
Figure 27: Lost Submitted Assessments
The campus is
able to provide a
submission sheet
The campus is unable to provide a submission sheet for for the rest of the
the rest of the class therefore unable to prove whether class thereby
or not the student submitted the assessment. indicating an
assignment was
not submitted by
the student.
A student is not able to submit a copy within 24 hours of

A student is able being requested to do so.
to submit a copy A mark of zero
within 24 hours of will be entered.
being requested
to do so.
Formative and
Formative: Summative: Summative:
Accept an accept the Submit a new
institutional class average. assessment
The assessment reweighting of within three
is marked without the assessment working days.
penalty. contribution to This assessment
CASS. will be capped at
50%.
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22.2 Lost Assessments Written under Invigilation

1) The onus is on the campus to provide attendance registers and invigilator’s reports and
students are given the benefit of the doubt in the absence of the campus providing such
evidence.
2) When the campus can provide evidence in the form of an invigilation report that the
student did not undertake the assessment, a mark of 0% is entered.
Figure 28: Lost Invigilated Assessments
Where a formative assessment which counts towards CASS or a summative assessment

has been written by a student and there is an attendance and invigilator record that the
student did submit OR the campus cannot produce a record, the student can opt for any of
the following.
Formative:
Elect to accept an
institutional Formative and
reweighting of the Summative: Use Summative: Accept Formative and
contribution of the their CASS mark as the average mark Summative: Write
assessment even if their final mark. awarded to the class another assessment.
the institution has had as their mark.
to reweight other
assessments already.
22.3 Corrupt/Missing/Incorrectly Submitted Electronic Files

(1) It is the responsibility of a student to use the correct link and conventions for submitting
work electronically.
(2) Corrupt digital/electronic files
a) When an assessment that was not invigilated is submitted in the form of an

electronic file and it is found to be corrupt, the student is required, within 24 hours
of being notified of the corruption, to produce a copy (backup) of the file with the
same or earlier date and time stamp as the earlier submission and it will then be
marked without penalty. If the backup was not kept or has a later date and time
stamp, it will not be marked and a mark of 0% will be entered.
b) For an invigilated assessment the student will be permitted to re-sit the
assessment at a time convenient to the campus if the campus system created the
problem.
c) In the case of a corrupt recording during an oral examination, the result captured
will be based on the student’s performance during the oral assessment.
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(3) If the student’s file is “lost” due to the student not saving the file at all or regularly enough
or deleting the file, a mark of 0% will be entered. The log for the file will be used to
ascertain this.
(4) In the following scenarios, the work, if found, will be marked but will be capped at 50%:
a) The student’s work (formative or summative) has been saved or submitted in the
wrong place or through the wrong process or on the wrong link, but the student is
able to indicate where it was saved, and it is found in that place.
b) The wrong naming convention has been used but the work is found in the right
place.
23 SITTINGS OF ASSESSMENTS: INVIGILATED

ASSESSMENT (FORMATIVE AND SUMMATIVE)
23.1 Summative Sittings
(1) Summative examinations are scheduled in three sittings and are not normally written at
any other time.
(2) Students are generally required to write invigilated assessments during the first sitting.
(3) Only in exceptional circumstances and with consent (see exceptions Fig 22 43) will a
student be permitted to attempt the assessment in a second (or subsequent) sitting.
(4) Under normal circumstances, the first attempt at an examination will be in the first sitting,
the supplementary attempt in the second sitting and any special examinations in the
third sitting.
(5) If a student, for example, attempts an examination in the third sitting for the first time
their second attempt may be in the first sitting of the next cycle.
(6) Where a student must do a further attempt in the next cycle, the onus is on the student
to master any curriculum changes that may have occurred as the assessments set in
that cycle would be based on the curriculum taught in that cycle.
23.2 Formative Sittings

(1) Formative tests are normally scheduled over two sittings.
(2) Under normal circumstances, the first attempt at a test will be in the first sitting and the
replacement test, where a student qualifies, in a second sitting. (The exception would
be when an entire class or group is required to write their first attempt in the second
sitting, an additional sitting would be created for that group only).
43Figure 22: Missed Assessment for Invigilated Assessments – formative and summative, all modes and all
registration types
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23.3 First and Subsequent Attempts at a Summative Assessment

(1) In most instances, students have two opportunities to succeed in a summative
assessment, provided they meet certain conditions.
(2) Only where the summative assessment concerned represents the final assessment for
the final two modules/courses to complete the qualification (see Section 27 44) or where
the module is subject to special provisions as it is being discontinued (see Section 25 45)
may a student attempt a summative more than twice without repeating the module.
24 SUPPLEMENTARY EXAMINATIONS AND

RESUBMISSIONS
24.1 Sub-minima and Access to the Supplementary

Examination/Opportunity to Resubmit
(1) Section 9.1.2 stipulates the achievement level required to get access to a second
attempt such as a supplementary examination or the right to resubmit a summative
assessment.
(2) There is no subminimum for short learning programme (SLP) modules.
24.2 Results for Second and Subsequent Attempts

(1) The resubmission or supplementary mark is capped at 50% and becomes the final
module mark overriding any CASS contribution.
24.3 Timing of Supplementary or Deadline for Resubmission

(1) The supplementary examination will be written in the next sitting for examinations or as
communicated on the official assessment schedule of the campus.
(2) The resubmission date for submitted summative assessments will also be
communicated in advance on the official assessment schedule of the campus.
24.4 Requirements for Resubmission

(1) Practical/Portfolio/Work Integrated Learning Portfolios require resubmissions.
(2) Improved work needs to be resubmitted.
44 Section 27: Qualification Completion and Outstanding Modules

45 Section 25: Rules for Discontinuation: Examinations
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25 RULES FOR DISCONTINUATION: EXAMINATIONS 46

25.1 Definition and Application
(1) When The IIE elects to discontinue a qualification, curriculum or mode of offering to new
students on a campus, at a brand, or in its entirety:
a) The offering is then phased out over a period, not exceeding the maximum
completion time, and these are referred to as “phase-out” arrangements.
(2) If this section, or the Policy, does not cater for the scenario of a particular student, a
decision, coherent with the principles of this Policy and the policies of The IIE may be
made by:
a) the Registrar, or
b) the Director, or
c) the Dean: Academic Support and Development or
d) the IIE CAT General Manager and
e) in consultation with the Head of Faculty concerned.
(3) There are essentially two types of Phase-Outs. These are:
a) Where a qualification/mode of offering is phased out in totality by a campus/brand

or the institution
b) Where a pre-standardied credit curriculum is phased out and replaced.
(4) Curriculum changes on programmes with standardised credits will apply the module
replacement rules as described in Section 27 47of this Policy.
(5) The terms Discontinuation Assessment and Replacement Assessment are used
interchangeably depending on the nature of the phase-out – full qualification versus
module replacement.
25.2 General Principles when Phasing-Out

(1) An offering can be phased out entirely or on one or more campuses, across a whole
brand, across the whole institution, or a mode of delivery can be phased out.
(2) When an offering is to be phased out, phase-out assessment concessions do not apply,
except if a full curriculum is replaced by another in instances where a curriculum is
moved onto a standardised credit format. In such instances the concessions will apply
from the first time that there are no new students in the first year of study in that offering.
(3) If concessions apply it will then apply to all years of study from that point and all modules
in that offering.
46 S61-11-03 Item 8.2.3 whole chapter 25 reviewed

47 Section 27: Qualification Completion and Outstanding Modules
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(4) The aim of concessions is to give students the best possible chance of completing their
qualification successfully, as soon as possible, without the academic quality being
compromised.
(5) All Phase-out / module replacement communication must be shared with the students
before the first formative assessment of the last intake year for the qualification or
module offering. Any exceptions to this must be approved by the Dean: Academic
Support and Development.
25.3 Where a Qualification/ Mode of Offering is Phased-Out in

Totality by a Campus/ Brand or the Institution
(1) For qualifications / modes of offering being phased out (both standardised and non-
standardised credits), the campus/brand/institution will continue offering the qualification
until the maximum completion time for the last cohort intake has been reached.
(2) No concessions (CASS, sub-minimum, etc.) will apply – students will have to meet all
requirements, except for discontinuation assessments (Discussed in the next section).
(3) Modules are offered as “normal”, but in instances, with very low student numbers (fewer
than 15) reduced contact time may be considered for repeat students only, as the
contact will become more personal.
25.4 Discontinuation Examinations

(1) Any student who has failed the supplementary assessment may write a discontinuation
examination/resubmit their assessment (third assessment opportunity) for that module
the next time there is an examination sitting for that module, normally the E3 sitting. In
the case of any sitting being missed for any reason, a fourth assessment opportunity will
not be possible.
(2) If the summative is a non-invigilated or similar assessment, students can resubmit their
assessment with improvements and do not have to complete a new one. This takes
place during the E3 assessment period as per point 1 above.
(3) The mark for this discontinuation assessment is capped at 50% and becomes the final
mark for the module and replaces the CASS contribution.
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25.5 Concessions when a Pre-standardised Credit Curriculum is

Phased out and Replaced with a New Curriculum
(1) Assessment concessions normally only apply when a curriculum (non-credit
standardised) is being phased out and replaced with a completely new curriculum.
(2) As soon as an offering goes into the phase-out process (the first year in which there is
no new student intake into a qualification for that mode of delivery), all students
registered on any modules in that offering get three summative assessment
opportunities to successfully finish a module.
(3) To make access to these opportunities easier:
a) There is no CASS subminimum for entrance to the summative.

b) There is no subminimum level required for access to the supplementary
examination/assessment.
c) Pre-requisite requirements fall away, and pre-requisites are treated as co-
requisites.
(4) Any student who has failed the supplementary assessment may write a discontinuation
examination/resubmit their assessment (third assessment opportunity) for that module
the next time there is an examination sitting for that module, which may be the E3 sitting
or the next available sitting.
(5) The discontinuation assessment, as well as the supplementary assessments, are

capped at 50%, and the CASS contribution to the final mark for the module falls away.
(6) If a student has still not passed a module after the discontinuation assessment and does
not qualify for a special examination under the qualification completion provisions, the
following options for that module are available if the student is still within maximum
completion time:
a) Repeat the module as part of for Non-Qualification Purpose (NQP) if the module
is still being offered on that campus, or another campus of The IIE or in the
distance mode, or
b) Register for an alternative module for NQP, where one has been identified by the
faculty, and be awarded internal credit against the required module; or
c) Register for a similar approved module at another institution and be awarded an
external credit against the required module.
(7) If the student is beyond maximum completion time, the provisions for outstanding
modules beyond maximum completion time apply (section 27.4 48).
48 Section 27.4: Outstanding Modules Beyond Maximum Time

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(8) If all the module completion options in the paragraph above have been exhausted and
the student still has not completed their qualification, they will be required to register on
the new standardised credit curriculum for the same qualification or for a different
qualification – and be given credits as appropriate.
25.6 Phase-out Planning
(1) It is the joint responsibility of the faculty and the brand to apply to Faculty Board to phase
out an offering.
(2) When a phase-out is planned, it is the responsibility of the Brand to ensure that the rules
are applied and communicated, and that students are tracked and supported.
(3) When a phase-out is planned, it is the responsibility of the faculty to:
a) Design, with the brands concerned, a plan for all students who will be impacted,
that includes a communication plan and letters, the student information system
implications including the graduation reports and transcripts, and the record of the
changes.
b) Ensure that the plan accommodates all students registered up to and including the
maximum time for those registered at the time that the last intake is accepted.
c) Identify alternative/ equivalent modules for all the modules where possible, and
where the replacement module has a different (lower) credit value from the original
module approval is needed from the Faculty Board for the substitution.
d) Explicitly identify the path to graduation for those students for whom there are no
internal alternative modules.
e) Track and manage the curriculum arrangements, which include recording all
changes to the initial arrangements with the relevant Faculty Board.
25.7 Phase-out/Discontinuation/Module Replacement

Communication
(1) If discontinuation is planned, all students currently registered for that offering need to be
notified in writing before the first formative assessment in the year no new students will
be registered in that qualification/mode of offer or module.
(2) This communication must include the following:
a) Exact nature of the phase-out (curriculum or qualification or mode or module).

b) Phase-out schedule indicating the last year of the offering of each of the impacted
modules that are to be discontinued as part of the offering (See Annexure 1 which
should be edited for the relevant qualification).
c) Details of equivalent modules or curricula if there are any.
d) Details of any concessions that will apply to assist students to complete their
qualifications.
e) Details of the impact of failing to complete the offering in the timelines given.
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25.8 Exemption from Completion of a Module
(1) For students still within their maximum completion time, an exemption from successful
completion of no more than two modules (ECC) may be applied to the curriculum of the
student if:
a) The IIE does not have an equivalent or alternative module available for a student
who has not interrupted their study, or
b) If the student did interrupt their study and there is also not an equivalent module
available at an external provider that can be recognised for credit. (Note: It is the
responsibility of the student to find such an external module and to confirm if the
module would qualify for credits)
(2) And:
a) The modules have not been designated as core to the exit level outcomes of the
qualification by the faculty at the time that the phase-out was planned; and
b) The total credit value of the two modules being exempted must be less than 20%
of the total credits for the qualification.
(3) An application for ECC must be lodged by the student on the Student Hub.
26 SPECIAL REPEAT OFFERINGS OUT OF SEMESTER

26.1 Impacted Offerings
(1) Where permitted by the Teaching and Learning Strategy (IIE022), a module may be
repeated with reduced contact time out of normal semester scheduling.
(2) These special repeat offerings seek to reduce the load on students who must repeat
some critical modules by making these available in this format outside of the normal
scheduling cycles.
(3) Only students registered for it in the immediately preceding offer of that module are
individually informed of its offering.
(4) For each module that is offered in this way, the relevant years of prior attempts that are
eligible to attempt this intervention will be communicated more generally such as on the
portals. Some prior years will not be included if the module has changed significantly.
(5) All special repeat offerings of modules must be listed on the portals so that students can
book to attend.
(6) A fee may be charged but may not be more than 50% of the normal cost of repeating
the module.
(7) Some of the reasons for the offering could include:

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a) A module is a prerequisite module for progression into another academic year and
is one that is a hurdle for progress for students.
b) A model can be considered core to one or more exit-level outcomes of a
qualification and thus student mastery will support overall progression.
c) A module or year of study or qualification is in phase-out and offering in this
truncated manner will enable student progression in the best possible time.
d) The performance of students in this module is below the required target and the
number of students impacted suggests that failure to progress may impact overall
on graduation and retention.
e) There has been a significant change in performance year-on-year in a module that
is either unexplained or linked to another change such as changes in prescribed
texts.
f) Large numbers of students need to repeat which will impact on class sizes for the
next cohort.
g) A rerun or rewrite for the module has not been approved already.
(8) Brands report the modules run in this intervention to the next Faculty Boards.
26.2 The Structure of the Special Repeat

(1) Special repeat modules are scheduled between semesters and will be timetabled (as far
as possible) to be completed before the formal academic timetable commences in the
following semester.
(2) Special repeat modules will be offered over two or three weeks.
(3) Normally, these modules involve 40% of the normal contact time for the module offering.
(4) The focus of the sessions is on the subject material, paying attention to traditionally
difficult/problematic areas within the module.
(5) Lecturers must identify and address challenging areas as revealed in the students’
responses in the formative and summative assessments.
26.3 Assessment in a Special Repeat

(1) There are no formative assessments. The result of the summative assessment is the
result for the module.
(2) Students are registered in this module as a repeat attempt and only one result is
captured which is capped at 50%.
(3) Wherever possible, existing summative assessments prepared for sitting 3 are used.
(4) Where this is not possible, the same procedure as for reruns is used.
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(5) The summative assessment normally runs in a tight block with three sessions a day.
Where a student has registered for more than two modules, this may involve writing
more than one assessment per day.
26.4 Missed Exam Sittings

(1) If a student misses the assessment, they will be given one opportunity to write with the
next ordinary group if there is one and with the discontinuation students if there is not.
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27 QUALIFICATION COMPLETION AND OUTSTANDING

MODULES
27.1 Qualification Completion
(1) Students are required to complete the requirements of their qualifications.
(2) Only where students have one or two modules left to complete are special assessment
arrangements possible and only when students have previously attempted the modules.
27.2 Special Summatives: One or Two Outstanding Modules

(1) Special summatives are for undergraduate students who have only two modules
outstanding preventing them from graduating.
(2) They are an additional assessment opportunity if the student has not been successful in
the first two attempts at the summative or for students who did not achieve CASS in that
module in their last attempt.
(3) All special assessments take place in the third sitting.
(4) An application for a special assessment must be lodged by the student on the Student
Hub.
(5) If the application has been made less than five working days before the assessment is
to be written and the application has not yet been approved, or no application was made,
the following may apply (depending on the circumstances):
a) If a paper and invigilator are available, the student will be permitted to write, and
the marking of the special examination will be delayed until the eligibility of the
student has been confirmed.
b) If a paper and invigilator are not available an alternate date (which is probably the
next sitting) will be provided once the eligibility of the student has been confirmed.
c) If an invigilator is available but not a paper, a copy can be made for the student,
but the start of the examination will be delayed for that student and additional time
will be provided to the student.
d) The marking of the paper will be delayed until the eligibility of the student has been
confirmed.
(6) Where a student fails to attend the special examination sitting (for any reason
whatsoever), they forfeit the opportunity to graduate in the next cycle and will have to
repeat the module or register for the special examination again in the next cycle of
examination sittings. The only exception applies to modules that are being phased out
and will not be available again – in this case, the discontinuation provisions apply.
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(7) A mark cap of 50% applies for the examination result and becomes the final mark
replacing the CASS contribution.
(8) Students who write their supplementary examination in the third sitting will not be
afforded a special examination in the same academic year/cycle as there are no more
than three examination sittings per module.
(9) Students are not required to write the special examination in the year in which they
registered for it and may apply to write the special examination in any year within the
maximum completion time of the qualification.
(10) If the student has exceeded maximum completion time, an application needs to be made
to write the special examination, under the provisions of the Credit Accumulation and
Transfer, Recognition of Prior Learning and Qualification Completion Policy (IIE010).
(11) If the curriculum or learning material has changed, the onus is on the student to master
the new content or to elect to repeat the module. The onus is on the student to find out
what changes, if any, have been made.
(12) If the summative assessment for the module concerned is a portfolio or other form of
assessment that is not invigilated, the special examination is a resubmission of the work
required at a date communicated in the Programme Assessment Schedule. 49
(13) If a student fails the special examination they are required to re-register for the module
unless it has been discontinued, in which case, those provisions apply.
(14) For those students who have been admitted to degree study conditionally while they are
permitted to repeat modules from their higher certificate the following apply:
a) If the student does not complete their higher certificate by the end of the first year
of study of the degree, they will not be permitted to register for any second-level
modules until the higher certificate is complete.
b) They may however repeat any failed first-level degree modules while they repeat
their higher certificate modules.
27.3 First Attempts: Outstanding Modules Within Maximum

Completion Times
(1) Students are required to complete the requirements of their qualifications.
(2) If a student has not exceeded maximum completion time and there are original or
replacement or alternative modules available, the student must complete the original or
replacement or alternative modules for the award of the original qualification.
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(3) Once a student has brought their incomplete modules down to two or fewer and these
are repeat modules, the special assessment conditions apply.
27.4 Outstanding Modules Beyond Maximum Time

(1) Please see the definition of maximum completion time in Section 4.4 of the Credit
Accumulation and Transfer, Recognition of Prior Learning and Qualification Completion
Policy (IIE010).
(2) If the student has exceeded the maximum completion time but the qualification is still
open on the student administration system (three years after the last ordinary cohort has
graduated) and there are replacement or alternative modules available, the student may
apply for an extension of completion time and complete the modules the for award of
the original qualification.
(3) If there are no replacement or alternative modules or the qualification has been closed
(three years after graduation of the last ordinary cohort) but the modules have not
expired, they can be used as credits towards a currently available qualification.
28 MODULES CHANGES IN A CURRICULUM 50
28.1 Modules that are Replaced in a Curriculum

(1) If a module is to be replaced in a qualification, students registered on that module will
be offered a module replacement examination or assessment normally written in the
third sitting, whenever that may be. In the case of any sitting being missed for any
reason, a fourth assessment opportunity will not be possible.
(2) This assessment opportunity is available to all students registered in any qualification in
which a module is being replaced.
(3) The mark is capped at 50%.
(4) No other assessment exceptions apply.
(5) If, after the module replacement examination or assessment, a student has still not
completed the module, the student must register for the replacement module.
28.2 Modules Taken Out of a Curriculum and Not Replaced

(1) If a module is removed from a qualification without being replaced, students registered
in the module will be offered a module replacement assessment normally written in the
third sitting, whenever that may be. This assessment opportunity is available to all
students registered in any qualification in which a module is not replaced. The mark is
captured at 50%. No other assessment exceptions apply
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29 INSTITUTIONAL ISSUES IMPACTING ASSESSMENT

29.1 Assessment Errors Identified After Assessment Sittings
(1) In instances in which there are errors identified in papers (tests or examinations) during
or after the marking process, the possibilities are:
a) A rewrite is afforded to all students following the rewrite rules in the Policy.
b) If the error impacts 20% or less of a paper, the relevant question/s are disregarded.
29.2 Assessment Errors Identified During Assessment

(1) The HoP who is responsible for the module must be available telephonically and on the
designated alternate platform where one exists, for the duration of the assessment and
if the HoP is on leave the onus is on them to remain contactable or make a suitable
alternative arrangement with the Head of Faculty concerned.
(2) As soon as a possible error is detected or reported, the campus must contact the
designated person in the National Office.
(3) Students should be told not to continue with that question until an answer is received.
They may continue with the remainder of the paper.
(4) Students may not leave the assessment venue until the way forward is communicated.
(5) In situations in which a student has left the assessment venue before the query was
raised, and the query did indeed identify an error, the student who left the venue must
be contacted and informed that their paper will be marked without the question in it OR
they may rewrite the paper at the next available opportunity if this is an option that was
given to students who had remained.
(6) The relevant National Office opens a Nexus and contacts the HoP.
(7) The HoP consults with the Head of Faculty and/or the CAT Operations Manager and a
decision is communicated to all as speedily as possible.
(8) The HoP and the CAT Operations Manager communicate the outcome to the National
Offices concerned and update the query on Nexus and the National Offices
communicate with the campuses.
(9) If a problem has been correctly identified:
a) If there is at least half the available time for the assessment still available at the
time that the solution is communicated, and the error impacts less than 20% of the
paper, students are given a corrected question and double the allocated time to
complete it. For example, if the error is on a 10-mark question, the students get an
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additional 20 minutes to complete the question or another suitable allocation

where the assessment is not subject to the mark-a-minute rule.
b) If there is less than half of the allocated time remaining and the error impacts less
than 20% of the paper, the students are told to disregard the question and
complete the paper without the question and without a deduction of time. The total
mark for the paper is reduced.
c) If the question impacts 20% or more of the paper the students may elect, at that
point, to complete the paper and have it marked out of the total disregarding that
question or section or to stop writing and attend a rewrite.
(10) If there is no problem with the question, students are given 15 additional minutes to finish
the paper if this is communicated to them within the first half of writing time and a
minimum of 15 minutes and a maximum of the time that would have been allocated to
that question if it is in the second half of the writing time.
Figure 29: Errors in Assessment Instruments
Query raised and resolved in first half of Query raised and resolved in first half of the
writing time – error found writing time – no error found
If error is less than Question replaced, Additional writing time of 15 minutes.
20% of paper allocated double time
for completion of
THAT question.
If error is 20% or more Question disregarded
of paper when marking, normal
time applies. Students
can elect to rewrite the
paper and not
complete the original
one.
Query not resolved until after the halfway Query raised and resolved after halfway
mark of the writing time – error found through the writing time – no error found
If error is less than Question disregarded; Additional writing time of at least 15 minutes up
20% of the paper normal completion to the max original allocation of marks. (If the
time remains. question is worth 20 marks, the student will get
If error is 20% or more Question disregarded, 20 minutes, but if it is worth 10 marks, the
of the paper normal completion student will get 15 minutes.)
time remains OR
students can elect to
rewrite.
29.3 Rewrites
(1) The IIE will offer an opportunity to rewrite the assessment to students if errors on the
paper meet the above thresholds.
(2) At the discretion of the Head of Faculty, in consultation with the General Manager and
the relevant Dean, rewrites may be agreed to for other reasons that are in the best
interest of students.
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(3) A booster session is normally offered to students if the reason for the rewrite is not an
error on the paper.
(4) A rewrite replaces the examination or test and therefore does not negatively affect
access to supplementary examinations, special examinations, or the sittings during
which these are scheduled.
29.4 Reruns: Reasons

(1) A module will be started again or rerun without additional charges to the students and
with reduced contact time if the following occurs.
(2) Operational issues
a) Significant timetabling/scheduling that could not be addressed during the module.

b) Evidence of poor student success rates may be presented to support the effect of
operational issues. There should be significant differences between the cross-
campus success rates.
(3) Lecturer-specific issues
a) Significant problems with a lecturer.

b) Evidence of poor student success rates may be presented to support the campus-
specific issues. There should be significant differences between the cross-campus
success rates.
(4) A lack of constructive alignment
a) These are significant systematic problems in the module, specifically a lack of

congruence between the module outcomes, learning materials, content, and
assessments.
b) If such significant issues are raised during the module, the decision to re-run the
module can be taken during the module. All brands and all campuses will be
required to rerun a module under these circumstances.
c) Alternately, in the case above, if the issue is identified early enough, another
intervention could be attempted to avoid the need to rerun.
d) Evidence of student success rates may be presented to support the argument for
a lack of constructive alignment. The cross-campus success rates should be
similar but significantly lower than previously or lower than the other rates for
similar modules for the same group.
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29.5 Reruns: Approval process

Figure 30: Process for Approving Reruns
•Campus details the problem and the remedial actin taken.

FAN Report: •FAN report assigned to the National Office
Campus
•Assess merit and make recommendation to Head of Faculty with reasons.

National •CAT Operations and General Managers and relevant Dean copied.
Office
•Head of Faculty makes recommendation to to the Dean and General Manager after
getting additional information if needed.
CAT
•HoF and relevant Dean determine if rerun also needed on additional campuses.
•General Manager approves rerun or declines it.
•Report to faculty board along with remedial plans to address identified

National
Office and shortcoming.
Faculty
29.6 Rerun: Rules

(1) The following are the rules on how the rerun will work.
Figure 31: Rules for Reruns
Rules and Details

Conditions
Students a) Re-runs are free of charge to affected students.
b) They are not compulsory for students who choose to retain their
original mark if the assessment has been completed but once a
student has completed or submitted the rerun summative
assessment, they may not revert to the original mark.
c) All students who registered on a campus for a module that is to be
rerun are notified in writing, individually, to their billing address and
to their IIEConnect e-mail address, that this option is available.
d) A copy of this notification is to be lodged as an attachment to the
FAN report and submitted to the Faculty Board when it has been
done.
Lecturers a) The re-run is not normally taught by the same person who initially
taught the module particularly if a lecturer problem was the reason
for the rerun.
Teaching time a) Contact time can be reduced to 30% of the original contact time.
Assessment a) Re-runs are assessed through summative assessments only – the
summative assessment is the final mark for the module; if this is a
portfolio or project, the scope and intensity may be reduced from
the original requirement by the Head of Faculty.
b) The summative assessment is marked to the full normal allocations
and supplementary options remain in place.
c) The original formative assessment marks are replaced by the new
mark achieved for the summative and the new summative mark is
captured in the relevant field on the student administration system.
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(2) National Offices are responsible for ensuring the development of quality assessments
according to these requirements:
a) National Offices should consult with the Central Academic Team (CAT) to find out
if there are unused assessments that will not be required for special or
discontinuation summative assessment reasons, for the module before briefing
new ones.
b) Where these are not available, the National Offices are responsible for identifying
a lecturer to set the summative assessment and for an internal moderation
process.
c) The assessments (including memoranda, on the required template) and the
changes made by the internal moderator need to be submitted to the Head of
Programme (HoP) for moderation at least 15 working days before commencement
of the intended rerun, with required changes completed at least one week before
the assessment date.
If the quality of the assessment is such that the HoP cannot authorise its use, a
person will be contracted by the HoP and paid by the brand, to set an additional
assessment.
30 ASSESSMENT SECURITY
30.1 Examiners and Assessors
(1) Examiners should normally be intimately involved with the development of assessment
material, and they should normally teach on a campus of The IIE.
(2) Assessors (markers) need to be suitably skilled and qualified to assess. They must hold
a relevant qualification at least one level higher than they are marking and should be
teaching the module concerned although not necessarily to the group being assessed.
30.2 Procedures for Distribution of Master Copies of Invigilated

Assessments (In Person or Online)
(1) Sitting 1 (Tests and Exams)
a) For paper-based/hard copies:
i. Assessment documents (question papers, memoranda, and answer books)

are distributed by CAT to the approved secure printer and logistics partner
using a secure online system, 16 working days (not counting the day of the
assessment) before the assessment is due to be written. Modules are
grouped into batches for printing purposes. The printers print the full quantity
of papers with one memorandum per module, as provided by the Central
Academic Team (CAT). The brands that have more than one National Office
will not receive a separate master set of assessments but will access theirs
through the site they are on. Others receive one master set of assessments
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delivered in the same secure manner as for sites, to use for any assessment
queries on the day.
ii. A minimum of five working days prior to the first assessment in a batch being
written, the crates containing the assessments, memoranda, and answer
books, are couriered to the respective campuses. One and a half answer
books are packed per student.
iii. Codes to unlock crates are sent via SMS, five working days in advance, to
the relevant persons on campus.
iv. All assessment documents are packed in tamperproof sealed plastic bags
and clearly labelled for checking purposes with module code, module name,
group, and date of assessment. These are then packed in crates and
securely locked.
v. Campuses are required to make additional copies of the memorandum, for
lecturers, from the hard copy received. This is done post the sitting having
taken place. The relevant Activity Log 51 needs to be amended to reflect the
number of copies made and it needs to be matched to the number of
returned memorandums.
b) For electronic copies:
i. All assessments are stored in a secure electronic library at the CAT until they
are shared with the students as per the agreed timelines for online
submission.
ii. The assessment is released online as per the assessment schedule and the
submission itself also takes place online.
iii. Access to the assessment is removed after the deadline for submission.
iv. The memorandums are password protected and shared with the brands
using a secure online system. This is shared by the CAT, the day before the
assessment. The campuses print hard copies of the memorandum for
collection by the lecturer. This is done after the assessment has been
submitted by the student.
(2) Sitting 2 (Exams) and Replacement Tests
a) For paper-based/hard copies:
i. A similar process to Sitting 1 is followed for Sitting 2 assessment documents,

with the only difference being that only one copy of the question paper is
printed.
ii. Campuses need to copy the required number of papers based on the
relevant student system report, using the master copy received.
iii. The sealed bags are opened five working days in advance and the Activity
Log 52 is updated to reflect the copying process. Copied assessments are
then stored in the secure facility on campus.
51 S61-11-03 Item 8.2.3

52 S61-11-03 Item 8.2.3
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iv. Any exceptions where an assessment needs to be sent via email, must be
password protected. The password must be sent in a separate email to the
relevant person and or sent via SMS.
b) For electronic copies:
i. The same as in Sitting 1 above, is applied for Sitting 2.

ii. Where a student has submitted an Online Assessment, but was not eligible
for such submission, such assessment submission should not be marked as
this is a student who is “resubmitting” without approval. Only the Student
Hub can grant approval for any additional sitting.
30.3 Distribution of Printed or Electronic Copies for Invigilated

Assessments
(1) When the campuses receive the delivery of the printed copies, the Assessment Officer
on the campus places the assessment documents in a secure storage facility and the
Activity Log is updated accordingly. As stipulated above, the assessment documents are
received in sealed tamperproof bags, inside secured crates.
(2) Once the SMS code for the locks is received, the Assessment Officer, together with the
appropriate Campus Administrator, removes the assessments from the crates and
completes the checklist received from the approved secure printer and logistics partner,
comparing the checklist against the packing list. Any discrepancies are raised with CAT.
(3) Only the crates can be opened – no envelopes may be opened.
(4) On the day of the assessment, the Invigilator collects the envelope with the assessment
papers and the Activity Log, is updated accordingly. The envelope is only opened in the
assessment venue. 53
(5) Campus reconciliations of answer books and question papers must be done after each
assessment and the stock list (answer books), and the Activity Log (assessment
documents), needs to be updated. Additional question papers not used must be
shredded by the campus.
(6) Access to electronic assessment papers for students is only allowed for the duration of
the assessment sitting, after which access is disabled.
53 S61-11-03 Item 8.2.3

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30.4 Procedures for Distribution of Answer Books/Sheets

(1) Answer books per brand are printed on an annual basis by an approved secure printer.
(2) An opening general balance of 600 books is sent to the campuses with the first
assessment batch. These are books to be used for replacement tests and if additional
books are needed. The balance is carefully reconciled.
(3) The answer books are securely wrapped and clearly marked. Any unused answer books
are returned to the Assessment Officer on campus and a running total of books on hand
is kept and reconciled after each sitting.
30.5 Procedures for Disposing of Invigilated Assessment

Documents Post Assessment
(1) Once an Invigilated Assessment has been completed, the assessment instruments
(papers) need to be returned to the relevant Assessment Officer and logged on the script
tracker. The script tracker needs to be completed in full.
(2) The returned assessment instruments need to be placed in a secure storage until they
are destroyed. This needs to be done within three working days of the assessment being
written. Campuses do not need to keep a master copy of assessments. The Activity Log
needs to be updated once all assessment documents have been destroyed to reflect
this.
(3) Lecturers are required to return the memorandum and/or rubric when they return marked
assessments and should be reminded that they are not permitted to retain a copy in any
format. The Activity Log needs to be updated when the memoranda are returned and
again when they are destroyed.
(4) At no time may memoranda in any form be shared with students or retained by lecturers.
30.6 Assessment Copying Security On-site for Invigilated and

Online Assessments
(1) The copier must be under the direct control and supervision of an Assessment Officer.
The copier must not be in a public office or if it is, no person other than the Assessment
Officer should have access to this office while the printing/copying is being done.
(2) The Campus Assessment Officer removes the assessment documents from the secure
storage facility and does the printing or copying (or has it done by an assessment
administrator).
(3) Activity Logs need to be maintained.
(4) Once printed/copied, the documents are stored in the secure facility on campus. Papers
and memoranda for Invigilated Assessments are stored separately.
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(5) For Online Assessments, only memoranda are printed and stored in the secure facility
on campus.
30.7 Assessment Copying Security: Outsourced for Invigilated

Assessments
(1) A confidentiality agreement must be signed with the outsourced party after consultation
with the Registrar and after a physical inspection of the outsourced facility by a member
of the national team that vouches for the arrangements.
(2) If the printing is being managed by CAT, then the Operations Manager and Registrar
must have inspected the premises of the outsourced party to assure themselves of the
security in relation to the printing; if it is managed at a site level, the Campus Head needs
to have done this inspection and reported accordingly to the Registrar.
(3) Delivery and collection of master copies (whether hard copy or digital) and printed copies
must be documented and must include Activity Logs and sealed boxes and/or
envelopes.
31 INVIGILATION PROCEDURES
31.1 Appointment of Invigilators
(1) The campuses are responsible for the selection and appointment of suitable invigilators.
The following should be considered when making such an appointment:
a) Previous experience in an academic environment.

b) Assertiveness of the candidate.
c) Maturity of the candidate.
31.2 Invigilation Protocols

(1) The following conditions apply:
a) The ratio of invigilator to students should not exceed 1:50 – if any venue will only
have one invigilator, a second person must be available on a cell phone and able
to come to the venue immediately, if needed, to either assist or relieve the
Invigilator.
b) Where there is more than one invigilator in a venue, one person needs to be
designated as the Chief Invigilator.
c) Any person who has taught the class may invigilate, provided they are not the only
lecturer/invigilator present with students.
d) On any campus on which students are writing in additional venues as part of a
special concession arrangement, a Chief Invigilator is required to check on the
venues concerned at least twice every hour.
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31.3 Training of Invigilators

(1) All invigilators will be required to attend a compulsory training session in which, inter
alia, the following points will be discussed in detail:
a) Invigilation and assessment procedures.

b) Assessment rules and regulations.
c) Invigilation Feedback Report.
d) Procedures for managing irregularities during tests/examinations.
(2) These will be held once a semester.
32 ASSESSMENT PROCEDURES
32.1 Notifying Students of Assessments and Venues
(1) The Assessment Officer or Administrator will provide details of the examination timetable
on designated notice boards and/or on the student portal or equivalent at the beginning
of each semester.
(2) The Assessment Officer or Administrator will advise the Invigilator of the examination
venue and will ensure that students are advised of venues at least five working days
prior to the examination starting time.
32.2 Venue Preparation and Access

(1) A seating plan is required for each venue, organised by student name. These seats need
to be pre-allocated and indicated on the seating plan.
(2) There needs to be at least one “workstation” between students sitting next to each other
or at the very least, students next to each other may not be writing the same subject
(irrespective of year of study).
(3) Desks need to be marked with the numbering system used on the seating plan.
(4) At least one invigilator should be in the venue 45 minutes prior to the commencement of
the examination to seat students and to ensure that the integrity of the room is preserved
and that students have no opportunity to access the room unattended. Other invigilators
must be in the venue 30 minutes before the commencement of the session.
(5) Students are not permitted to write in any venue and/or seat other than the one to which
they have been allocated.
(6) Students may only enter the assessment venue on presentation of one of the following
photo identification documents, and it is the responsibility of the Invigilator to ensure that
this is the case:
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a) Valid student card.

b) RSA Identification document.
c) RSA photo driver’s licence.
d) Valid passport.
(7) Should a student not have one of the above documents, the student will be refused entry
into the invigilated assessment and be required to apply for a replacement in the case
of a formative and apply for an exception related to unavoidable circumstances in the
case of a formative or summative assessment – please refer to Fig 24 54.
(8) Such replacements form part of the allocation of replacement assessment opportunities
in the rest of the Policy.
(9) Should a student have one of the above identification documents, but does not reflect
on the seating plan, or appear on the CASS list, the student needs to see the relevant
Campus Administrator immediately. They will be provided with a permission slip that
needs to be presented to the invigilator, with their identification. The permission slip
needs to be signed by the Campus Administrator and stamped with the official campus
stamp. The student will then be manually allocated a seat by the invigilator. It is the
responsibility of the relevant campus person to follow up and ensure the person is
reflected on the system and or any system issues addressed.
(10) Students will not be permitted into venues more than 30 minutes prior to the assessment
and must wait to be allocated their seats by the Invigilator or find their seats based on
the seating plan. Students should be seated 15 minutes prior to the commencement.
(11) The Assessment Officer or Administrator will ensure that English dictionaries (1:50) are
available for the examination venues. If students are not permitted to use dictionaries in
an examination, it will be specified on the paper.
33 ASSESSMENT VENUE MANAGEMENT

33.1 Venue Control
(1) The Invigilator and the Campus Administrator need to check the room and the seating
plan and confirm that there are enough papers, answer books, and dictionaries. They
must also confirm that there is an attendance register for students to sign before the
assessment starts, and another one (or second column on the first one) for students to
sign when they hand in their scripts. The relevant assessment checklist and trackers
need to be always updated in full.
(2) For IT-based examinations, an IT technician needs to be immediately available for the
full duration of the assessment. The configuration needs to have been tested prior to the
assessment by the Site IT Administrator and must be ready and started before students
are scheduled to write.
54 Figure 24 Submission of Assessments not Completed under Invigilation

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(3) Examination commencement and ending times must be displayed on a board in the
venue and candidates must be alerted to the progression of time every hour.
(4) It is the responsibility of the Invigilator to ensure that all students and their answer books
are accounted for – before, during, and at the end of the assessment and noted on the
Invigilator Report. 55
(5) The Faculty concerned is available to take questions on the paper directly from National
Offices for the duration of the summative assessment. The IIE CAT Operations Manager
will take calls on tests if the relevant HoF is not available.
(6) Students are required to abide by the rules as stipulated in the assessment book and on
the front cover of the assessment paper, and the Invigilator must read these aloud to
students before the assessment commences.
(7) There need to be two invigilators, or administrators, or lecturers in the assessment venue
at the end of each session to reconcile the counting of the papers and to reconcile
papers submitted against the attendance register.
(8) When all the assessment books have been collected, they must be moved to a secure
storage place and signed in on the appropriate Activity Log. The relevant tracker also
needs to be updated.
(9) Students may not remove their question papers (formative or summative assessments)
or answer books and/or any other document that the student may have been required
to use during an assessment, regardless of whether such book and/or other document
is blank or used, from the assessment venue.
33.2 Disruptions and Evacuations

(1) If an assessment is disrupted without a security breach (such as a short-term power
failure) for half an hour or less, students may continue to write, and additional time is
provided. If the disruption is more than half an hour or there is a security breach because
of the disruption, the assessment needs to be rescheduled using normal procedures,
including a FAN report.
(2) If students are required to leave the venue, en masse, for whatever reason once papers
have been distributed, the assessment opportunity must be rescheduled by the brand
as this constitutes a security breach.
55 S61-11-03 Item 8.2.3

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34 ASSESSMENT RULES TO BE PRINTED ON THE

ANSWER BOOKS
(1) Students are required to:
a) Follow all the instructions of the invigilator.

b) Ensure that they are in the correct venues and have assessment papers.
c) Sit where the seating plan and invigilator stipulate.
d) Sign the attendance register when they arrive for the assessment.
e) Countersign the attendance register when handing in completed assessment
answer books or online data files, and ensure any loose sheets of paper are well
labelled and inserted into the answer books when handing in.
f) Be on time – no student will be permitted to enter the venue later than 30 minutes
after commencement of the assessment, and any student admitted after the
commencement within the first 30 minutes will not be given additional time.
g) Answer questions/work in blue or black ink except for diagrams which may include
other colours.
h) Write legibly – illegible work may not be marked.
i) Bring only approved calculators into venues for specified assessments and ensure
that the memory of such devices has been cleared.
j) Leave all papers, books, bags, and notes at the front of the venue.
k) Bring enough stationery which may be carried loose, or in a clear plastic bag, as
students may not request to borrow stationery from other students during the
session.
l) Do all rough work in the examination book and cross it out prior to submission so
that it is not marked.
m) Work independently.
n) Raise their hands if additional answer books are needed, and to number the
answer books in the order they are used when submitting.
o) Raise their hands if the attention of the invigilator is needed;
p) Ensure that the cover pages of all examination books are completed correctly.
(2) Students are not permitted to:
a) Bring or use any electronic device, including cell phones and smart-watches,
capable of recording or storing information into the venue unless a specific device
is stipulated as being required or permitted for a particular assessment (such as
an open book assessment), and/or as in accordance with the permission granted
for differently-abled students.
b) Have any containers including pencil cases on their desks or at their desks.
c) Consult with any other students during the session using any form of
communication including electronic devices.
d) Cheat in any way – invigilators who suspect a student is cheating will remove the
answer book from the student and any unauthorised item the student is using and
record the time of such confiscation, issue a new one to enable the student to
continue writing and follow the procedure for cheating investigations.
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e) Share stationery, calculators, or any other resources.

f) Ask for explanations of questions but may ask to use a dictionary subject to the
above restrictions.
g) Leave the venue in the first hour or the last 15 minutes of any assessment sitting.
h) Leave their desks without the permission from the Invigilator. No student who
leaves the venue will be readmitted unless s/he was accompanied by an invigilator
during the absence period. Such absence is at the discretion of the Invigilator and
should only be for reasons of urgency – smoke breaks are not permitted;
i) Disrupt their fellow students. No talking, eating, drinking, or smoking is permitted
in examination venues.
(3) For open book assessments (this is only to be printed on assessments that are open
book) for which there are no other professional or programme specific requirements, the
following would normally apply:
a) For open-book assessments, the students may have open access to all resources
inclusive of notes, books (hardcopy and e-books) and the Internet. These
resources may be accessed as hard copies or as electronic files on electronic
devices, without access to sound. All electronic device batteries must be fully
charged before the assessment as no charging of devices will be permitted during
the sitting of the assessment. The IIE and associated brands accept no liability for
the loss or damage incurred to electronic devices used during open-book
assessments. Students must not rely on campus access to the Internet during the
assessment – and it is in any case not advised that students should rely on the
Internet during the assessment as the time taken to access the required resource
may be excessive. No campus IT support for these devices is available during the
assessment.
35 MARKING AND FEEDBACK

35.1 Transparency of Standards For all Assessments (excluding
ICE)
(1) Clear instructions for completion must be provided for all assessments.
(2) Rubrics are normally provided to students with the assessment task for assignments,
PoEs, projects, presentations, proposals, and research projects.
(3) The memoranda should remain in the secure storage facility until the paper has been
written and then only opened and distributed with the scripts to the markers.
(4) Clear instructions for marking must be provided for all assessments.
(5) Both knowledge and skill requirements and marks must be clearly indicated.
(6) The IIE’s technical referencing rubric must be included (where relevant).
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(7) Rubrics that are compatible with the LMS must be used wherever appropriate to the
assessment instrument.
(8) Rubrics must clearly include the following:
a) A summarised specification of the knowledge (theoretical content) and skills

required.
b) A grading scale that clearly defines levels of performance. The levels of
performance should not conflate classes of pass.
c) Clear and distinct descriptions of levels of performance. Descriptors such as
“good” must be avoided as these are contested terms.
(9) In instances where a memorandum is the most effective assessment tool, there are the
following requirements:
a) Marks for knowledge and skills must be clearly demarcated.

b) There must be a direct relationship between the question and the memo. For
example, if the question requires a comparison, then the memo must be provided
in the form of a comparison.
a) Mark allocation per question as well as overall must be provided.
b) The concepts required must be specified – there should not be a cut and paste of
large sections of text and model answers should not be provided.
c) Detail of the range within which discretion can be exercised must be explicit.
d) Mark allocations must be predictable mark allocations (such as no half marks in
one question, but whole marks in another when the question itself is of similar
structure).
e) Markers must not be referred to other material (such as a manual) unless it is an
assessment at NQF Level 7 or higher and this reference is illustrative rather than
prescriptive.
35.2 Pass Marks

(1) Where a mark calculation initially seems to suggest a borderline mark (within 2% of a
pass mark), the script should be reassessed by a subject matter expert to give the
student a clear success or fail result.
(2) Where this does not appear possible, the HoP should be consulted and should be
provided with a motivation with respect to why the borderline mark is fair.
35.3 Marking Timelines and Support

(1) All formative assessments are to be marked within seven working days (provided CASS
release remains unaffected). The summative must be marked within seven working days
of the assessment being written. NB: A requirement of 5 days is applicable to externally
moderated modules in terms of Section 36.3.4 (1).
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(2) For practical work and portfolios of evidence, marking needs to be done within 10
working days.
(3) Brands may appoint additional assessors to support the marking of lecturers where class
sizes require this, if these assessors would qualify to lecture on the module concerned.
(4) All assessments that are submitted online will be assessed online.
(5) Brands are required to have the assessment work (marking) of a new lecturer moderated
by an experienced lecturer (at least three years’ assessment experience) for at least the
first three assessments the lecturer marks. It is the responsibility of the T&L Specialist
on the campus to ensure that this happens.
35.4 Feedback
(1) Formative assessments must be returned to students within five working days of results'
release. 56
(2) Uncollected scripts must be retained until the end of the semester concerned.
(3) If the assessments have been submitted online, then students will access the feedback
online.
(4) Summative assessments are normally not returned to students but in the case of
practical work and other portfolios that would be useful for employment purposes, the
work is returned to students five working days after the release of results, and only the
report on the summative assessment is retained for five years.
36 Moderation
36.1 Scope
(1) Moderation is the process of independent scrutiny of assessments and assessment
instruments to assure and ensure that assessments and the marking of assessments is
fair, reliable and valid, and of the appropriate standard consistent with the level of the
module, and that equity of assessment is achieved between campuses and brands,
and across programmes. Moderation is carried out at several levels:
a) By moderators who moderate assessment instruments before they are

released, e.g., Heads of Programme (HoPs), subject matter experts, etc.
b) By external examiners who check the assessment instruments and the
marking of lecturers on exit-level modules.
c) By internal moderators (IIE lecturers) who ensure that standards of marking are
upheld.
56 S61-11-03 Item 8.2.3

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(2) There is also a key developmental role in that the feedback from moderators informs
the work of examiners, assessors, lecturers, and developers.
36.2 Internal Moderation

36.2.1 Purpose
(1) Internal moderation seeks to ensure consistency between campuses and is primarily
aimed at lecturer development to achieve this consistency. As such, unless a serious
error is identified internal moderation will not impact on student marks.
36.2.2 Material Moderation
(1) All assessments are internally moderated.
(2) The material and assessments are moderated by the HoP or the appointed subject
matter expert with material being submitted to such a person using standard IIE
procedures. Feedback given by a moderator is managed through the HoP concerned
and changes are carried out by the designated developer. Payment to the developer
only happens after moderation.
(3) The material moderator is required to ensure:
a) That there is alignment between the outcomes and assessment criteria,

curriculum, syllabus, student learning material, assessment instrument and
marking memorandum/rubric (including ensuring that the memorandum/rubric
is sufficiently comprehensive to drive consistent marking nationally).
b) The correct allocation of assessment points and weighting; and
c) That the feedback provided will inform curriculum and material design in the future.
36.2.3 Internal Moderation of Scripts
(1) In order to standardise our internal marking practices, we are leveraging the development
of our lecturers in order to drive quality, consistency and fairness in our marking practices.
(2) The assessments selected depend on the assessment strategy in the module selected.
(3) A minimum of two assessments must be included in the moderation process for any
module. Additional assessments may be included. The selection of assessments is
based on what will best promote lecturer development and the standardization of
marking and ensure equity of provision for our students.
(4) A sample of a range of marks for each assessment point is selected; for example, two
low, two average and two high marks. This means that six examples of students’ work
are included per assessment point. For creative and practical modules, and modules
with PoEs, given the nature and size of the PoE/creative/practical assessment tasks,
the tasks of a sample of three PoEs/creative/practical tasks are used.
_______________________________________________________________________________________________________________
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36.2.4 The Selection of Markers to be Moderated
(1) Selection into the internal moderation pool is an opportunity for development.
(2) All new lecturers/online tutors will automatically be included in the moderation pool. A
“new” lecturer is one who is lecturing for the first time on a campus.
(3) For existing lecturers/online tutors, we work on a three-year cycle. This means that after
a three-year period, all lecturers would need to have been part of the moderation pool.
Typically, this would mean that one-third of the lecturers/online tutors would be part of
the pool each year. This could be split over two semesters. In a three-year cycle, one-
third of the lecturers/online tutors in the moderation pool would be the minimum
standard. However, brands could include more than one-third of their lecturers in the
moderation pool, and reduce the cycle too, for example, a two-year period.
36.2.5 The Criteria for the Appointment of Internal Moderators
(1) Internal moderators must have experience, tenure, and a proven track record in teaching
and learning.
(2) Internal moderators must teach in the same discipline, preferably at the same NQF level,
as the marker.
(3) Because in some modules, we are limited to a very small pool of lecturers on a single
campus or in a brand’s distance offering, and to encourage equity of provision across
our sites, brands can use cross-campus collaborations between lecturers and
moderators. Such cross-campus relationships would involve the approval of the brand’s
National Office.
36.2.6 The Procedure for Internal Moderation
(1) Lecturers/online tutors must be assigned to the moderation pool. In a single academic
year, this would normally include one-third of the lecturers on a campus or one-third of
a brand’s online tutor pool.
(2) Moderators must be appointed. These moderators are typically appointed on the
campus, but where necessary, they can be appointed across campuses, or nationally.
(3) One module per lecturer in the internal moderation pool will be included in the
moderation process.
(4) Normally, for contact and distance modes of offering, at least two assessment points
are moderated.
(5) The moderation process is NOT just re-marking but is designed to develop marking
skills and standards.
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(6) Internal moderation requires engagement between the moderator and the lecturer/online
tutor. Moderators and lecturers/online tutors are required to engage with one another
throughout the process of marking, for example co-marking a few assessments at the
start, engaging with one another when difficulties are experienced and reflecting on
marking once the marking has been completed.
(7) All internal moderation must be logged on the internal moderation tracker.
(8) The electronic tracker will automatically calculate the variance between the
lecturer/online tutor and moderator. The lecturer needs to work with the moderator
during the moderation process to reduce the areas of discrepancy in marking. Thus, this
process is designed to standardise marking practices while the marking process is
occurring.
(9) Because the internal moderation process is designed to occur at the same time as the
marking, all other policies regarding timelines for the submission of marks should be
upheld.
(10) It is the responsibility of campuses, online teams and National Offices to manage and
quality assure the internal moderation of scripts. The electronic tracker will be
periodically reviewed by CAT to further quality assure the standardisation process.
36.3 External Moderation 57

(1) External moderation is managed by the Central Academic Team (CAT).
36.3.1 Criteria for appointment of external moderators/ examiners
(1) External moderators, must hold a relevant qualification one level higher than the exit
level of the qualification they are moderating for Council on Higher Education (CHE)
approved programmes.
(2) An external moderator may not:

a) be lecturing on any IIE site.
b) be in the employ of The IIE.
c) be doing any other work for The IIE even if not employed by The IIE.
(3) A period of not less than one year must lapse from the termination of IIE employment
and/or contracting before eligibility to serve as an external moderator can be considered.
(4) Normally, an external moderator is appointed for a maximum period of three years for a
module.
(5) Faculty Boards must recommend a list of external moderators to Senate for approval
prior to the commencement of moderation responsibilities. In exceptional
circumstances, external moderators may receive interim approval by the relevant Head
57 S61-11-03 Item 8.2.3 whole section 36.3 (together with its subsections) reviewed
_______________________________________________________________________________________________________________
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of Faculty, and any changes must be ratified at the next sittings of the relevant Faculty
Board and Senate.
36.3.2 External moderation of instruments
(1) External moderation of assessments is carried out by external moderators:
a) On all summative assessments at the exit levels; and

b) In the case of one-year higher certificate programmes, only on the modules (25%
approximately) that are fundamental to the purpose of the qualification. The
modules nominated for such moderation are determined per faculty, per
programme, and recorded annually by the faculty concerned.
(2) In instances where it is appropriate to utilise the same instrument for more than a
single year, the external moderator will not moderate the instrument again. If the
external moderator is replaced, then the new external moderator will moderate the
instrument.
36.3.3 External script moderation
(1) The marking of summative assessment scripts is moderated for all modules identified
in Section 36.3.2 58 (1) (a) and (b).
(2) The External Moderator ensures that consistency in marking is being achieved
between lecturers and sites.
(3) All markers are included in external moderation.
(4) The selection of scripts must include the full range of marks, for example top, middle,
and bottom range, and must include all evidence of marking, for example rubrics.
(5) For examinations (invigilated and take-home) - six scripts per marker must be used,
i.e., two from the top range, two from the mid-range, and two from the bottom range.
(6) For all other summative assessment types – three scripts per marker must be used, one
from the top range, one from the middle range, and one from the bottom range.
36.3.4 The procedure for external moderation
(1) For examinations (invigilated and take-home), the marker must complete the marking
of the assessment scripts that are to be submitted for external moderation and submit
them together with a mark sheet to the appropriate site administrator within five working
days of the assessment being undertaken.
(2) For all other assessment types, the marker is required to mark at least 20% of the
assessment scripts within five working days of receiving them and the sample of the
58 36.3.2 External moderation of instruments

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three scripts selected for external moderation will then be the work of the students who
achieved the highest, middle, and lowest CASS mark in that sample. This is to ensure
there is no impact on the release of student results, by submitting a sample for
moderation while the remainder of the portfolios is being marked.
(3) The site administrator is required to take the required selection of scripts from each
marker of the assessment and submit them, a copy of the rubrics and a copy of the
signed mark sheet to the CAT using the online system, within two working days of the
receipt of the marked assessments.
(4) CAT sends the script and the rubric to the moderator within two working days of receipt.
The external moderator has five working days to moderate.
(5) The external moderator is required to complete the standard moderator’s control
sheet/report before payment is processed. Moderators are required to provide
feedback that will promote the development of best practice.
(6) The faculty must review the external moderator’s report, decide on whether action (if
any) is required, and sign off the moderation report accordingly. The faculty is not
required to implement the suggested action of the moderator but will then be required
to motivate why not.
(7) The CAT returns the scripts to the sites within two working days of getting them back
from the external moderator.
(8) Copies of the external moderator’s report are provided to all markers, who are required
to review the report and take action (if necessary).
36.3.5 Moderation variances in external moderation
(1) There will be no further action taken if:

a) The variance between the marker and the external moderator’s average mark is
below 10%
b) The external moderator does not pick up any significant pattern of concern.
(2) Further action will be taken if:

a) The external moderator’s average for the sample varies from a marker’s average
by 10% or more, then all that marker’s scripts are remarked by a different marker.
b) The external moderator concludes that there appears to be a systematic concern
about the marking of that marker, then all the scripts of that marker are remarked
by a different marker.
c) There is a variance of more than 10% between the moderated average mark for
a marker and the moderated average for the institution, then a review of the
underlying reasons for the difference must be conducted by the site and remedial
action must be recommended to the Head of Faculty.
(3) When scripts are remarked, the marks allocated by the second marker stand, unless the
Head of Faculty identifies a significant problem with this remarking.
_______________________________________________________________________________________________________________
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(4) The remark must be done in a maximum of five working days although, wherever
possible, this should be done in less time because of the impact on the release of student
results.
(5) It is also possible to adjust the marks of a marker, without remarking when there are
systematic differences in the standard of marking. These adjustments can only be done
on the recommendation of the external moderator, which must be approved by the Head
of Faculty. Any adjustments made must apply in a standardized way to the marks of all
students, and not only those in the moderation pool. When such adjustments occur, the
marker must receive additional marking training.
(6) Moderator recommendations cannot be applied without the approval of the Head of
Programme.
37 ASSESSMENT RESULTS AND RETURN OR RETENTION

OF WORK
37.1 Recording of Assessment Results
(1) Academic results are captured for each assessment by the relevant campus
administrator. The person capturing the results is required to sign the marksheet if a
manual capture is done.
(2) Marks can also be uploaded using the available upload tools.
(3) The accuracy of uploaded marks is then verified against the script or rubric and
marksheet.
(4) The person verifying the results is required to sign the marksheet and retain a copy in
the designated campus record system.
(5) If there is no marksheet as the results are uploaded, the person verifying the results
must print a marksheet and sign, date, and file it.
(6) Results are authorised for release to the student portal once verified.
(7) The person capturing results and verifying them may not be the same person as per the
security matrix on the student administration system which may not be overridden.
(8) If the marks are uploaded and not captured, the person verifying, and authorising may
not be the same person.
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37.2 Release of Results

(1) All exit-level module summative assessments may be subject to external moderation
which may result in marks only being released a minimum of 20 days after the
assessment is completed.
(2) Some non-exit level assessments and some formative assessments may be subject to
internal moderation which should not delay the release of results.
(3) Except for externally moderated assessments results are normally released 10 days
after submission or completion.
(4) Students must access their results on the portal so that they can note whether the qualify
for a supplementary assessment when relevant.
(5) No marks are released, or scripts returned to students, until the external moderation is
complete, unless a delay has occurred, and the CAT Operations Manager has
authorised the provisional release of results.
(6) For assessments submitted online, the marks are not final until results are released on
the student portal.
(7) No provisional results can be released without the consent of the CAT Operations
Manager irrespective of the reason for the delay. However, scripts are not returned if
marks are provisionally released and the results remain provisional and may change.
(8) Once the results have been verified by the relevant campus administrator, they are
released on the student portal provided there are no other reasons for results to be
withheld, such as outstanding fees.
(9) In addition, academic reports are available on the portal.
(10) CASS results must be released at least 10 working days before the summative
assessment of that module. 59
37.3 Withheld Results

(1) Students who are in arrears with payments to The IIE must complete assessments
(formative and summative), but their results will not normally be released until the fees
in arrears are paid in full. However, when a student whose final mark is a failure qualifies
for an additional sitting, and that additional sitting will only be written once during the
year, or where successful completion of the course/module is a prerequisite for
continuing into the next semester, the student must be notified by the campus that s/he
qualifies for the additional sitting. 60
59 S61-11-03 Item 8.2.3

60 S61-11-03 Item 8.2.3
_______________________________________________________________________________________________________________
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(2) In such cases, the initial result and the result of the supplementary will not be released.
37.4 Retention of Summative Assessments

(1) Examination-type summatives are retained by the campus for five years as are reports
on portfolios and practical assessments.
(2) In the case of portfolios and practical assessments, the actual work submitted is returned
to the students, five working days after the release of the results.
(3) The Campus Assessment Officer places the scripts, the results sheet, and assessment
feedback forms in a secure storage facility, and updates the Activity Log accordingly.
(4) Storage arrangements in each brand are the responsibility of the National Offices. CAT
is responsible for retaining the assessment instruments.
37.5 Return of Formative Assessments

(1) Hardcopy formative assessments 61 are returned to the students, and it is the
responsibility of the student to collect the formative assessment within 10 working days
of it being released. Campuses are expected to retain assessments for the remainder of
the semester in question.
37.6 Storage
(1) On-site: The on-site storage facility should be secure, with a nominated person held
accountable for the key and access to the facility. An internal assessment storage form
is completed by the campus Assessment Administrator and is approved by the campus
assessment office.
(2) Off-site - National: Where on-campus storage is not practical, a secure location
(outsourced or at a National Office) is used. Normally scripts are transferred twice a year
to off-site storage, and a verification procedure for such scripts is completed.
(3) Digital: Copies of work submitted on an approved platform may be stored on that
platform if the brand and campus can confirm that they are able to retain the work for
the required period.
(4) Records:
a) Only approved storage can be used. The Registrar, in consultation with the
Campus Head or appropriate designated senior person, approves the storage
arrangement. 62
61 S61-11-03 Item 8.2.3

62 S61-11-03 Item 8.2.3
_______________________________________________________________________________________________________________
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b) A record of what has been stored where and what has been moved, and to where,
needs to be sent to the office of the Registrar as soon as the records are moved
off campus or away from the original storage arrangement.
38 STUDENT QUERIES AND APPEALS

38.1 Applications for Concessions and Exceptions
(1) The deadlines for applications are in the relevant sections detailing concessions and
exceptions.
38.2 Unfair or Incorrect Process Allegations

(1) If a student believes that an unfair or unprocedural assessment process has taken place,
the student must lodge this on the Student Hub within five working days of that
assessment being undertaken:
(2) The result of the appeal will be given to the student within five working days and could
include the assessment being conducted afresh for the whole group, for the student
alone, or the appeal being overturned resulting in the marking and release of the
assessment result in the normal course of events.
38.3 Request for Re-mark

(1) Students may apply for a re-mark on the Student Hub within 20 working days of the
result being released or within five working days of having viewed the paper. Late
applications will not be accepted.
(2) If the remark results mean a student qualifies for a supplementary exam, the student
can write it in the next scheduled assessment opportunity for that module.
(3) In the case of group work, all members of the group must agree to request the re-mark.
(4) In the case of an oral examination, a re-mark is a review of the rubric. If it is agreed that
the mark does not align with the comments on the rubric, the student will be required to
redo the oral assessment in the next available sitting.
(5) The result of the re-mark (that is, the second mark) will stand – whether it is higher or
lower than the original mark, and no second re-mark on a single assessment is
permitted.
(6) The assessment will be remarked by a different marker selected by the campus.
(7) A remark report will be made available to the student indicating where marks were lost
or gained.
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(8) A fee is charged for remarking, and the outcome of the remark is not communicated to
the student unless the fee is paid. This fee is refunded if:
a) The new mark is 5% or higher than the mark originally awarded in the case of a
student who passed the assessment, in the first instance; or
b) The new mark is a pass mark for a student originally indicated as a failure; or
c) An administrative or technical error (such as an adding error) is identified.
38.4 Access to Summative Scripts

(1) A student can gain access to their final examination paper (but not the memorandum)
and have up to 20 working days after the release of results to apply on the Student Hub:
a) Only when the moderation process is complete; and

b) When the request for access is approved via the Student Hub.
(2) A student will have access to only the rubric in the case of an oral examination.
(3) If access to the script is approved such access will:
a) Normally be on site but may be via a screen share if required.

b) Only be after prior appointment with the relevant campus administrator.
c) Be supervised by a staff member and may not, under any circumstances, include
copying the paper but students may make notes for learning or dispute purposes.
d) Be for half an hour to look at the paper.
(4) If a marking mistake is picked up or the student is of the opinion that there is something
else requiring review, the mistake/issue should be pointed out to the Campus
Administrator, who will consult with the relevant people to either have the mark adjusted
if it is an adding error or remarked if the error is not a mathematical one.
(5) If a student still disputes a mark even if no marking error is picked up, the student may
request a remark within five working days of the viewing, and this will then be done in
terms of the rules above at the cost of the student.
(6) A request for a remark must be lodged on the Student Hub.
38.5 Appeals Against Decisions Related to Assessments

(1) Students have five working days to appeal a negative decision.
(2) The student will log an assessment appeal on the Student Hub and must include the
ticket number for the original application. Appeals without reference to the previous case
number may not be considered.
(3) The grounds for the appeal need to be stated and should be based on Policy.
_______________________________________________________________________________________________________________
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(4) The student has the onus to ensure that the details of the appeal are accurate.
(5) No additional documentation will be considered unless the student has come into
possession of additional documentation that proves an assessment irregularity and this
information was not available to them at the time of the original application.
(6) The full documentation attached to the original application as well as the grounds for the
appeal will be considered by the Office of the Registrar who may consult with the Head
of Faculty concerned.
(7) An outcome of the appeal, with the reason for the outcome and any alternate courses
of action for the student if there are any are shared with the student, on their IIE mail
address, within two working days of the appeal being lodged.
(8) The decision of the designated person from the Office of the Registrar is final.
(9) If the appeal is successful, the student and campus are provided with direction on the
way forward which may include a new sitting or submission date or alternate process.
38.6 Fees, Assessment Appeals and Timing

(1) Fees may be levied for all additional assessment opportunities. If applicable, the fees
need to be communicated to students at campus level as soon as it has been determined
that the students themselves will be required to pay for such additional assessment
opportunities.
(2) Students should always have at least five working days between receiving the outcome
of an appeal and the assessment date that will then apply.
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Annexure: Planning
39 DISCONTINUATION PLANNING
Credits 120 and 180 120 or 180 240 (FT) 240 (PT) 360 (FT) 360 (PT) 480 (FT) 480 (PT) 360 Phd (FT) 360 PhD (PT)
(FT) 63 (PT) 64
Final 1st year n n n N n n n n n n
intake – full 1st
year modules
offered
First year of 1st n+1 n+1 n+1 n+1 n+1 n+1 n+1 n+1 n/a n/a
year repeat
modules
Last year of 1st n+1 n+2 n+1 n+2 n+1 n+1 n+1 n+1 n/a n/a
year repeat
modules
Final complete n/a n/a n+2 n+2 n+1 n+1 n+1 n+1 n/a n/a
2nd year
First year of 2nd n/a n/a n+2 n+2 n+2 n+2 n+2 n+2 n/a n/a
year repeat
modules
Last year of 2nd n/a n/a n+2 n+3 n+2 n+2 n+2 n+2 n/a n/a
year repeat
modules
Final complete n/a n/a n/a n/a n+2 n+2 n+2 n+2 n/a n/a
3rd year
First year of 3rd n/a n/a n/a n/a n+3 n+3 n+3 n+3 n/a n/a
year repeats
Last year of 3rd n/a n/a n/a n/a n+3 n+4 n+3 n+4 n/a n/a
year repeats
Final complete n/a n/a n/a n/a n/a n/a n+3 n+4 n/a n/a
4th year
First year of 4th n/a n/a n/a n/a n/a n/a n+4 n+5 n/a n/a
year repeats
63 FT = full time students

64 PT = part time students
_______________________________________________________________________________________________________________
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Annexure: Planning
Credits 120 and 180 120 or 180 240 (FT) 240 (PT) 360 (FT) 360 (PT) 480 (FT) 480 (PT) 360 Phd (FT) 360 PhD (PT)
(FT) 63 (PT) 64
Last year of 4th n/a n/a n/a n/a n/a n/a n+4 n+5 n/a n/a
year repeats
Discontinuation n+1 n+2 n+2 n+2 n+2 n+2 n+2 n+2 n+2 n+2
exams 1st year
modules
Discontinuation n/a n/a n+3 n+3 n+3 n+3 n+3 n+3 n/a n/a
exams 2nd year
modules
Discontinuation n/a n/a n/a n/a n+4 n+4 n+4 n+4 n/a n/a
exams 3rd year
modules
Discontinuation n/a n/a n/a n+5 n/a n/a n+5 n+5 n/a n/a
exams 4th year
modules
Final year in n+1 n+2 n+3 n+4 n+4 n+5 n+3 n+4 n+3 n+4
terms of
standard rule
Max years 2 3 4 5 6 7 8 9 4 5
Max time in 2 3 4 4 5 5 6 7 4 5
terms of phase-
out rule
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IIE009 Assessment Strategy and Policy 2023

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IIE009: ASSESSMENT STRATEGY AND POLICY (V20)

POLICY NUMBER IIE009

IIE009: ASSESSMENT STRATEGY AND POLICY (V20)

IIE022 Teaching and Learning Strategy

IIE009: ASSESSMENT STRATEGY AND POLICY (V20)

9.2 The Basis for the Award of Distinctions .............................................................. 31

IIE009: ASSESSMENT STRATEGY AND POLICY (V20)

10.5 Assignments ...................................................................................................... 36

IIE009: ASSESSMENT STRATEGY AND POLICY (V20)

21 SUBMISSION OF ASSESSMENTS THAT ARE NOT INVIGILATED ................ 67

IIE009: ASSESSMENT STRATEGY AND POLICY (V20)

29.5 Reruns: Approval process .................................................................................. 87

36.3 External Moderation ......................................................................................... 102

37 ASSESSMENT RESULTS AND RETURN OR RETENTION OF WORK ......... 105

IIE009: ASSESSMENT STRATEGY AND POLICY (V20)

37.6 Storage 107

Figure 1: Standard Assessment Structure ........................................................................... 24

IIE009: ASSESSMENT STRATEGY AND POLICY (V20)

IIE009: ASSESSMENT STRATEGY AND POLICY (V20)

The IIE may amend the structure of the curriculum of a

IIE009: ASSESSMENT STRATEGY AND POLICY (V20)

IIE009: ASSESSMENT STRATEGY AND POLICY (V20)

IIE009: ASSESSMENT STRATEGY AND POLICY (V20)

IIE009: ASSESSMENT STRATEGY AND POLICY (V20)

IIE009: ASSESSMENT STRATEGY AND POLICY (V20)

3.2 Constructive Alignment

3.3 Diversity, Variety, Integration and Development of Learning

(4) Assessments will focus on knowledge, skills, application, and values.

IIE009: ASSESSMENT STRATEGY AND POLICY (V20)

3.4 Fairness, Transparency, Accessibility, Predictability

a) Assessments should not discriminate between students except on the grounds of

(2) Assessment processes are transparent.

a) Assessment information will be made available to all students in an accessible,

(3) Assessment is predictable.

(4) Assessment is accessible.

a) The instrument structure will be accessible and understandable to students and

IIE009: ASSESSMENT STRATEGY AND POLICY (V20)

3.5 Practicability and Appropriateness

3.7 Scaffolding Cognitive Complexity

IIE009: ASSESSMENT STRATEGY AND POLICY (V20)

(4) Except where required or permitted to do so in a portfolio of evidence or project, students

6 S61-11-03 Item 8.2.3

IIE009: ASSESSMENT STRATEGY AND POLICY (V20)

4.2 Similarity Detection Software

IIE009: ASSESSMENT STRATEGY AND POLICY (V20)

5.1 Formative Assessment: General

5.2 Graded Formative Assessment

7 This was known as “Assessment Types”

IIE009: ASSESSMENT STRATEGY AND POLICY (V20)

5.3 Integrated Curriculum Engagement9(ICE)

IIE009: ASSESSMENT STRATEGY AND POLICY (V20)

build intrinsic motivation to participate fully.

a) As this is an incentive process and occurs at different points throughout the

IIE009: ASSESSMENT STRATEGY AND POLICY (V20)

5.4 Summative Assessment

(2) Unlike formative assessments, which summarise student development at a point in a

6 EXTRAORDINARY CIRCUMSTANCES: CONVERSION

(8) Submissions of take-home assessments (formative and summative) should be made

IIE009: ASSESSMENT STRATEGY AND POLICY (V20)

7 ASSESSMENT STRATEGY AND IMPACT ON

7.1 Assessment Strategy as Context

(4) Exceptions to standard structures must be approved by Faculty Boards.

10 S61-11-03 Item 8.2.3