Were you unpleasantly surprised by your latest results? We know you all worked hard, but sometimes life gets in the way. Stay proactive and positive! Read our case studies to find out how and when to activate the Marking and Feedback Procedure so you can work out how to improve your academic performance.
Case Study 1
Kunhuta and her unacceptable pass
Kunhuta was most alarmed when she received her mark for a major assessment task and found she had scored poorly. She was a distinction student but had received a pass.
Some would say P’s get degrees, but not Kunhuta. She had sacrificed so much to come to Monash and she wanted to do really well.
Kunhuta came to see an MGA advocate and together they decided it was best to request to have her result reviewed to ensure there had not been a marking error.
Students at Monash do not have a right to challenge their mark if they receive a pass or above, except if they can point to a marking error. Chief Examiners are human after all and sometimes mistakes happen.
As it turned out, the Marking and Feedback Procedure applied to Kunhuta’s situation:
- For assessments during the teaching period, students have 10 working days after results are released to submit their request for a remark.
- For Semester 2 final assessments (including exams), students have until the end of the first week of Semester 1 the following year to put in their request.
In Kunhata’s case there was an error in the adding up of the marks. Her application for a remark was granted and brought her up to a credit. She was still disappointed with her mark, so she made an appointment with her lecturer to see how she could improve in the future as she continued on with her course.
Case Study 2
How Spitihnev’s fail was a chance to improve
Spitihnev failed his exam. He contacted an MGA advocate because he felt devastated and just plain lost. Of course no one wants to fail an exam, but it is important to know that many students do – not because they are struggling with their course (although some do) but sometimes their technique is incorrect or they are overcome with anxiety during an exam.
Spitihnev spoke to the MGA advocate about his disappointment in a confidential and supportive environment. This experience empowered him to contact a counsellor afterwards.
When he made a follow-up appointment with the MGA advocate, they decided that he should reach out to a Monash learning skills adviser for language skills support. But Spitihnev needed to view his exam first, so he could see where he went wrong.
Monash University’s Marking and Feedback Procedure allows students to apply to view their exam results.
The application process is a bit different for each faculty and there are strict deadlines involved. Students are encouraged to check the feedback website as soon as they get their results, and ask an MGA advocate for help.
Spitihnev had to act quickly and, with a reminder from the MGA advocate, he ended up viewing his exam. This process was very helpful and allowed him to learn from his mistakes and do better next time.
How can an MGA advocate help?
Our MGA advocates can offer you expert advice and support when it comes to University policies and processes. We believe that there is no such thing as a silly question, so reach out if you need help understanding a University policy or process better.
This is a free service. The MGA is independent from the University and all matters discussed with an advocate are confidential.