Assessment Preparation Guide

Contents

Introduction .................................................................................................................................................... 3
Preparing your assignment ............................................................................................................................. 4
Preparing for your exam ................................................................................................................................. 7
Searching for information ............................................................................................................................... 8
Analysing sources of information.................................................................................................................. 10
Referencing and citations.............................................................................................................................. 12
Feedback and results..................................................................................................................................... 12
Consideration for illness or disability ............................................................................................................ 13
Plagiarism ...................................................................................................................................................... 14

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Introduction

This guide is designed to give you some strategies to use when preparing for your assessments.
Assessment is an integral part of learning. It focuses your learning and structures how you learn.
In responding to an assessment task you need to make judgments about what to include and how to
include it. You also need to make judgments about how to prepare – the activities you should do, when
you should do them, and how much time you should spend on them.
To make good judgments when preparing for assessments consider the subject learning outcomes and the
requirements of the assessment task. You should reflect on the criteria for the subject learning outcomes
that relate to the assessment task and the criteria for the specific assessment task if made available.
This will help you focus your learning efforts, keep answers relevant to the questions asked, and assist you
in making informed judgments.
If you have any specific queries you should speak with your dedicated student adviser or post your queries
in the online discussion forum in KapLearn. You will also find a range of assessment resources (e.g. policies
and forms) and relevant information in KapLearn and on the Kaplan Professional website.
Kaplan also has a detailed Assessment Policy which outlines student rights and responsibilities, provides
detailed descriptions of assessment types, grading systems and general assessment procedures and
information for students.
Tip: Refer to the ‘Time Management’ resource available in the Learning Hub for helpful information on
how to prepare and plan for managing your study workload.

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Preparing your assignment

This section provides you with ideas to help you write your assignment.

Before you start

Step 1 As soon as the study period commences go into your KapLearn subject room and download or
view your assignment or tasks as soon as they become available
Step 2 Make sure you are familiar with the instructions relating to the assignment and its submission
Step 3 Check for any announcements or updates in relation to the assignment
Step 4 Read through the questions and highlight the key words so that as you are reading through your
course material you are able to draw the information back to the requirements of the
assignment and tasks.

The assignment template

There are three key aspects of the assignment template that are designed to give you guidance about the
best way to approach your assignment:
• Learning outcomes (LO)
• Criteria-based Marking Guide (CBMG)
• Word limits.
These three aspects are described in more detail below.

Learning outcomes
Do you know what the learning outcomes of the subject are? The learning outcomes (LOs) reflect the topic
material that they relate to and help you to focus on what you must demonstrate in the assignment or
task. It will help you to know how your assignment fits in with the subject learning outcomes.
Your subject learning outcomes are listed in the Subject Overview on the home page in KapLearn.
Your assignment template then sets out how that particular assessment piece maps to the relevant
learning outcomes for the subject. For example:

Learning outcomes (LO) mapping Marks

1. Analyse the processes involved in managing an investment portfolio. 20
2. Explain the theoretical concepts underpinning investment management. 20
3. Apply the process of asset allocation and portfolio construction. 55
4. Assess manager selection and portfolio management styles. 5
Total marks 100

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Individual learning outcomes are then listed below the relevant question within the assignment.
For example:
Question 2 | Regulatory framework (12 marks | Word limit: 500 words)
LO5: Explore the main sources of Law and the regulatory structure of financial services law in Australia.

Criteria-based Marking Guide

The Criteria-based Marking Guide (CBMG) provided either at the start of your assignment template, or at
the end of each question in your assignment template. It is designed to assist you to understand what is
expected of you in each question and to let you know how your performance will be judged. It provides
advice about the criteria used in the marking of the question and what discriminates between an
excellent, satisfactory and unsatisfactory answer.
Example Criteria-based Marking Guide

Excellent (Mark range: 9–12 marks) Satisfactory (Mark range: 6–8.5 marks) Unsatisfactory (Mark range: 0–5.5 marks)

• detailed analysis of objectives and their • basic analysis of objectives and their
appropriateness for the DB fund in
terms of return requirements and risk
management
• at least 4 suggestions on how the
objectives of the DB fund could be
improved
• 2 new well-structured objectives
identified for DB fund
• detailed analysis of objectives and their • basic analysis of objectives and their
appropriateness for the balanced fund
in terms of return requirements and
risk management
• at least 4 suggestions on how the
objectives of the balanced fund could
be improved
• incorrect or no analysis of objectives of
appropriateness for the DB fund in the DB fund in terms of return
terms of return requirements and risk requirements and risk management
management
• incorrect or no suggestions on how the
• at least 2–3 basic suggestions on how objectives of the DB fund could be
the objectives of the DB fund could be improved
improved
• poor or no new objectives identified for
• at least 1 new well-structured DB fund
objective identified for DB fund
• incorrect or no analysis of objectives of
the balanced fund in terms of return
appropriateness for the balanced requirements and risk management
fund in terms of return requirements
• incorrect or no suggestions on how the
and risk management
objectives of the balanced fund could be
• at least 3 basic suggestions on how improved
the objectives of the balanced fund
could be improved

Word limits
Be sure to keep to any word limits specified in the assignment. They may be specified for each question, or
the assignment overall. Word limits are based on educational rationale and academic standards and may
also reflect industry expectations/standards. Word limits are also designed to make the author clear and
concise on the point they are identifying, raising or addressing.
Marks will only be awarded for answers up to the word limit specified (plus 10%) for the question or
question part. Any material written after this will not be counted towards your mark for that question.
Consider the following:
• For a question with a word limit of 1,000 words for the question as whole (i.e. the individual parts have
not been allocated a specific word count), you will be awarded marks based on the first 1,100 words,
regardless of how many parts this includes.
• For a question that has three parts and each part has a word limit of 200 words, you will be awarded
marks for the first 220 words of each part, any material written after this will not be eligible for marks.

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Note:
• Headings within the body of the answer, quotes and citations are included in the word count.
• Numerical tables, calculations and reference lists are not included in the word count.
• The word count is calculated using the ‘word count’ tool in Microsoft Word and includes all words.

Format and presentation

Guidelines for when you are submitting your Word document include:
• use only Calibri, Arial, Times New Roman or Verdana fonts
• use a minimum font size of 10 points
• use double spacing between lines and leave margins of at least 25 mm
• include tables as visible text and not as links or images
• number each question and part clearly if there is more than one part to a question
• show all workings and calculations as instructed
• include a reference list for all source material used.

Allocating time to complete your assignment

Be sure to allocate time for the following activities:
• planning — information gathering and preliminary structuring (approximately 45% of your time)
• producing first draft (approximately 20% of your time)
• rewriting (approximately 25% of your time)
• final document for submitting — proof reading, completing a reference list, submitting the assignment
online via KapLearn (approximately 15% of your time).

Answering the questions

• Adhere to the submission guidelines outlined in your assignment template and in KapLearn.
• Initially, underline key words in each question to give you an idea of what you are being asked to do.
• Take note of the weightings of questions. This may assist you in planning your time allocation.
• Research your answer as appropriate using relevant sources and integrate them into your answer.
• Use your own words to demonstrate your understanding of the material and avoid possible plagiarism
issues.
• Be sure to cite and reference all material that you have used.
• State any assumptions that you have made so the marker can understand where you are coming from.
• Include any calculations/workings so the marker can see what methods you used to answer the
question.
• If you use graphs or tables, be sure to label them.
• No matter how good your ideas are, or how you express them, you only get marks for answering the
question.

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Structure
If your assignment takes the form of an essay, it will usually require an introduction, body and conclusion.
• Introduction: The introduction is where you win or lose the reader. Tell them what you are going to do
and set out the context of your overall position and how you arrived at it.
• Body: Convince the reader that the position you are taking is the right one. Develop a logical and
coherent case backed up by findings from reliable references. For each paragraph you should have a
clear topic sentence and supporting sentences that elaborate the main idea.
• Conclusion: Summarise your main points and restate your position. Identify any limitations or
qualifications in your argument and discuss any implications.
• Evidence: Ensure you support your responses with appropriate academic sources.

Preparing for your exam

This section provides you with ideas to help you prepare for your exam.

Before your exam

Make sure you know the duration and the structure of your exam as soon as possible. Download the
assessment timetable along with the Exam and Venue Timetable once it is available in your KapLearn
subject room.
Set yourself up to undertake similar exam-like conditions. The sample exams provided within the
subject room are designed to give you this feeling and are a guideline as to how well you are grasping the
concepts within the subject.
We recommend you undertake the sample exam prior to reading the course notes to determine your level
of understanding of the material at a point in time. Then once you have completed reading through the
topic notes, complete the sample exams again. Evaluate the difference and work through the questions
you answered incorrectly by referring back to the course material.
Once you have done this then re-attempt the sample exam again.
This process allows you to prepare for the exam experience and to identify any knowledge gaps you may
have prior to sitting the exam.

Studying for the exam

To assist in your preparation for exams you may find the following tips useful.
• Do not leave your preparation to the last minute. Plan regular study sessions with goals for each
session.
• Unless otherwise specified, exams draw their content from the subject notes and required readings.
• Read the learning outcomes for the subject and each topic and check that what you have learnt meets
these learning targets. Exams are designed against these learning outcomes.
• You may find it useful to work with someone to revise the subject.
• Be sure you know the exam details — date, time, location, length and type of exam and what you need
to bring, as well as items that may not be allowed under exam conditions.

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Exam tips on the day
• Be early and bring all the resources you will need: pens, calculator, pencils, erasers, etc.
• Read the instructions and follow them. Allocate your time in the exam carefully.
• Read each question carefully. Answer the question asked, not one that you would like to answer!
• Keep an eye on the time. Allocate time according to the marks. If you find you are running out of time
at the end of the examination, write in dot points to get your ideas down quickly.
• Multiple-choice questions: Often it is good to do these first, as it will fuel your ideas for other
questions. Answer those you are certain of first. Use the process of elimination for questions where
you are not sure of the answer. Take note of the words used in the question like 'true', 'false', 'never',
'usually'.
• Short answer questions: Only answer what you have been asked. Don't write long paragraphs and
sentences. Keep your answers to point form or short statements.
• Re-read what you have written, check the spelling of your answers, whether there is any ambiguity in
what you have written, whether your writing is legible, and whether the content is correct.
• Relax and remember that you can only do your best. Getting too stressed about the exam may reduce
your effectiveness in the exam. A bit of stress can get you motivated — a lot of stress can distract you.

Searching for information

Below are some ideas of places you can go to start information gathering when preparing your
assessments.

Where to start?

Subject readings
Subject readings are great place to start when doing research for assignments.
Your reading lists can be found in your KapLearn subject room, under the ‘Learning’ tab. If there is a
prescribed text for your subject, this will be listed in the Subject Overview on the homepage of your
KapLearn subject room.
Reading lists may also direct you to online resources (eBooks, journal articles, web pages), or to the
Kaplan Library catalogue.

Library catalogue
The Library catalogue is a good place to search for resources.
The Kaplan Library collection consists of over 1,000 course-related textbooks, 170 eBooks, and a small
dedicated collection of e-reserves. Kaplan Library also provides access to five databases to assist you in
your studies. In turn, the databases provide access to over 5,000 full-text journal articles, eBooks, reports,
company information and financials, and business dissertations that are relevant to courses in your
programs.

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Databases
To find specialised information, you will need to use online search tools, like the Library databases.
Kaplan’s five databases provide access to over 5,000 full-text journal articles, eBooks, reports, company
information and financials, and business dissertations that are relevant to courses in your programs.
All five databases sit on the OpenAthens portal which is accessed via the Library homepage.

Google Scholar
You’ve probably used Google to search for information before. Whether it was for academic, work or
recreational purposes, we all know how helpful the search engine can be.
Google Scholar is a search engine which searches a wide variety of sources including academic online
journals, conference papers, dissertations, technical reports and books.
Google Scholar provides a simple way to broadly search for scholarly literature. From one place, you can
search across many disciplines and sources: articles, theses, books, abstracts and court opinions, from
academic publishers, professional societies, online repositories, universities and other web sites.
Google Scholar helps you find relevant work across the world of scholarly research.

Searching effectively
The Library information page (accessed via the Library home page) provides you with a number of
step-by-step user guides to ensure you get the most from searching the databases available, as well as
the Library catalogue. We encourage you to access these if you are new to the databases or the catalogue.
Before you start searching, consider taking the following steps:
• Analyse your assignment question
• Brainstorm keywords (you might find a thesaurus useful here)
• Use search limits (within your chosen search tool, use search limits to focus your results)
• Keep keywords together (you might need to use quotation marks to search for a particular phrase in
some cases)
• Combine keywords and synonyms. This is where Boolean operators come in. Boolean operators are the
terms AND, OR and NOT. They are used to join your keywords together to form a search strategy.
The ProQuest Guide No 2: Basic Searching provides more detail on the use of Boolean operators.
• Utilise the user guides provided in the Library information page.

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Analysing sources of information

It is important to have an understanding of the different types of information available when conducting
searches and to be able to determine what is appropriate for use and inclusion in an assignment.
When it comes to finding resources for university assignments, the student needs to consider how
authoritative the source is.
There are two main types of sources:
• scholarly (including peer reviewed sources and non-peer reviewed sources)
• non-scholarly.

Scholarly sources
Scholarly sources are more reliable than non-scholarly sources. Scholarly sources are written by academics
or researchers who are experts in their field. These authors have authority in their area of expertise and
produce highly credible work. Credibility is ensured in two important ways:
1. Scholarly articles are peer-reviewed as a quality assurance measure to avoid a lack of objectivity by an
author(s). Peer-reviewed sources are the most reliable sources of information as they go through a
process of review by one or more experts in the field of study before publication.
2. The objective of scholarly articles is to find what has been studied or researched on a topic.
Particularly, in academic research, the main objective of scholarly articles is to identify knowledge gaps
as opportunities for further research. Scholars correctly use standard referencing styles in in-text
citations and bibliographies, for example the Harvard referencing style, so that other researchers can
fill in the identified knowledge gaps in further research.

Non-scholarly sources
Although scholarly and peer-reviewed sources are often the focus for university assignments, you may still
need to use information from non-scholarly sources which are not written for an academic audience.
The trade and popular press include sources from: newspaper articles; government reports; magazines;
management whitepapers; news (on TV, in the newspaper and online); blogs, encyclopedias (everything
from the Britannica to Wikipedia); textbooks; fiction; and speeches. Generally, non-scholarly sources
include most of the information that is found on Google or the internet generally.
These sources can be a great place to find background information about a topic, but it is important to
evaluate your sources so that you are using reliable and accurate information.
When you are undertaking formal academic research, limited use of the trade press and popular press
may be permissible when researchers need to explain political viewpoints and public opinion.
Used sparingly, non-scholarly articles could be permissible as background information in this context.

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Analysing sources
Once you have gathered your information and sources, you will need to determine whether or not they
are appropriate to be used in your assignment. They may be out of date, biased, or wrong.
Below are a few things to consider when evaluating a source.

Relevance
You should only use information that addresses your topic. Compare it to others you have found to make
sure it is the most appropriate source to use.

Authority
Who is the author? Do they have relevant and suitable credentials/qualifications to indicate they are a
legitimate source of information on the topic at hand? What organisation(s) might they be affiliated with.
How, where and by whom was the source published? Who is the sponsoring organisation of the content?
For websites, consider the domain. For example, .edu and .gov may indicate a reliable source.
Sites ending in .com or .net. or .org or .uk for example may present a less regulated view.

Currency
Check the date your source was published and whether it has been updated recently. Out of date
information may not be appropriate.

Objectivity and accuracy

Consider the purpose of the content, and whether the information is free of bias and presents an
impartial view. Sources created with the purpose of educating or informing others should be sought out.
Sources designed for other purposes (like selling products) are unlikely to be appropriate.
Does the author use credible evidence to support their argument and provide references to other
sources? Have the facts presented been verified by a suitably qualified person or organisation?
Sources should include evidence and not present opinions. Always check if sources are biased or
presenting political, ideological, cultural, religious or personal views.

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Referencing and citations

Referencing and citations can often be a pain point for many students who are undertaking postgraduate
studies and can affect your academic results.
To understand the elements of referencing and safeguard yourself from academic misconduct related to
referencing and citations, we recommend you utilise the below resources. These resources are available
to you in the Library Learning Hub which is accessed via your KapLearn subject room.
• Referencing and Citations Guide
• Harvard referencing quiz
• Assignment checklist.
It is important to undertake research for your assessments to substantiate and expand on your ideas with
information and ideas originally from other sources. This may be in the form of direct quotes, tables or
graphic material, as well as ideas and concepts that you paraphrase or summarise. However, you must
also acknowledge these sources. These acknowledgments are called ‘citations’ or ‘references’.
Kaplan requires you to use the Harvard (or author-date) referencing style for your citations and
references. Footnotes and other referencing styles will not be accepted. You must correctly cite sources
both within your assessment and in a full reference list at the end of your assessment.
If you have any queries about referencing, email: library@kaplan.edu.au.

Feedback and results

Feedback
As part of the subject you will be provided with both ‘formative’ and ‘summative’ feedback:
• Formative feedback helps you gauge your progress against a future goal and make changes to your
learning activities to improve your learning and help you achieve your goal. It is often informal and may
come from self-assessment activities, comments from your assessor or group discussions.
• Summative feedback gives you a judgment on what learning you have achieved up to a particular
point, often in the form of a grade and at the end of an assessment.
Some activities may be both formative and summative, such as an assessment task that has a grade
in addition to comments from your assessor that you can use to prepare for your next assessment task.

Results
To pass a subject, you must achieve a combined result from all assessment items of at least 50%. If you
receive a Fail grade in any assessment item (i.e. less than 50%) you may continue in the subject and still
pass the subject, provided you meet the overall 50% criteria.
Assessment results for major assessment items such as assignments and exams are generally released
within four weeks of the assessment period, depending on the qualification. For more information,
refer to the ‘principal study period dates’ and the Assessment Policy on the Kaplan Professional website.

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To ensure the validity and reliability of all results, Kaplan implements a quality assurance process during
the assessment process. Once an individual assessment item has been marked and ratified, results will be
released via KapLearn.

Grading scale
Results for assessments will be recorded as grades using the scale that is outlined in the Assessment
Policy.

Applying for a re-mark

Kaplan has policies and procedures for dealing with queries that you may have about the marking of your
assessment items and any grievances and/or appeals that may result following this query. You should
refer to the relevant student policies on the Kaplan Professional website for further information.

Consideration for illness or disability

Special consideration
You may apply for special consideration if unanticipated events during the study period, such as serious
illness, bereavement or personal trauma, impact your ability to attempt or complete an assessment or
affect your performance in the assessment. You must apply for special consideration using the ‘Special
Consideration’ form as soon as possible before the due date of the assessment (or within 24 hours after
the event). For further information, you should refer to the relevant student policies and forms on
the Kaplan Professional website or contact your Student Adviser.

Reasonable adjustment
Reasonable adjustment is the process used to modify or adjust an assessment item without lessening the
quality or demands for students with documented special needs identified or existing prior to enrolment.
You must apply for reasonable adjustment using the ‘Reasonable Adjustment’ form. For further information,
you should refer to the relevant student policies and forms on the Kaplan Professional website or contact your
Student Adviser.

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Plagiarism

The Academic Integrity and Conduct Policy defines plagiarism as a person using the words or ideas of
another person as if they were his or her own.
The types of plagiarism listed below are regarded as serious academic offences, whether they occur
intentionally or carelessly. See Kaplan’s Academic Integrity and Conduct policy for further information and
applicable penalties.

How plagiarism occurs

Plagiarism occurs when a student:
• presents any phrase or extracts verbatim from any source (including course subject material) without
appropriate use of quotation marks or reference to the author
• presents an assessment as their own work when it has been produced, in whole or part with other
people, for example, with other students, practitioners or work colleagues without appropriate
recognition
• claims credit for a proportion of work contributed to a group assessment that is greater than that
actually contributed
• presents all or part of an assessment which has previously been submitted by another student
(past or present) in their assessment
• ‘recycles’ segments of an assessment used for another subject without acknowledgement
• colludes with other students, and passes off the work as their own.

Why is plagiarism unethical?

• you deprive an author of credit for their work.
• you show disrespect to your peers who have done their own work.
• you commit academic fraud, which impacts on the reputation of the educational institution.
• you deprive yourself of the opportunity to learn skills that may be required for your future career.
• you may even be infringing copyright or intellectual property law.

Plagiarism — the spectrum

Plagiarism is a spectrum — some types of plagiarism attract more severe penalties than others. Claiming
sole authorship of a work that you know has been largely written by someone else is considered the most
serious type of plagiarism.
For example:
• purchasing a pre-written paper
• paying someone to write a paper on your behalf
• submitting someone else’s unpublished work as your own, either with or without permission
• submitting work done for another assignment, without documenting that you have done this
• submitting work which was done as a group project as your own.

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Plagiarism can also result from a lack of understanding of academic writing protocols and procedures.
Examples include failure to:
• cite a source in the body of your work (in-text citation)
• put quotation marks around an author’s exact words, even if cited
• paraphrase or summarise in your own words, even if the source has been cited.

Collusion
Collusion is a form of plagiarism, and is considered an academic misconduct under Kaplan policy:
• it can occur as a result of inappropriate collaboration during group work.
• it may also occur through working with others to produce work which is then presented as your own
e.g. study group.
Do not allow others to copy or borrow from your work. Allowing your work to be copied makes you just as
guilty of plagiarism as the student who does the copying and you will be just as liable to the penalties.
As group work allows the sharing of ideas and information to complete a task, it can be difficult to be sure
you are not colluding. The best way to avoid collusion is to ensure that each member of the group writes
their own material using their own words. If you need to refer to group work, ensure you acknowledge the
work of the group.
If you are unsure about how to approach an assessment, ask your student advisor for further information.
Kaplan Library can also assist with research support and resources.

Turnitin
Turnitin is an electronic text matching system used by Kaplan. When an assessment item is submitted to
Turnitin it will be compared with other assessments, internet resources, books, journals and other
material to produce an ‘originality’ report. This report aids in the detection of plagiarism and collusion,
as well as inappropriate referencing and citations.
Kaplan will submit all assessment items to Turnitin. Kaplan recognises that certain levels of similarity may
occur and allows for this in its review but we encourage you to check your work before submitting.

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