Chapter 1 General Provisions

Article 1 Course assessment is an important part of the school's teaching work. It is an important means and method to check the teaching effect and quality, obtain teaching feedback information and evaluate students' academic performance. The quality of course assessment work directly affects the school's teaching quality and the construction of teaching style, learning style and examination style. In order to further standardize the management of course assessment, these regulations are formulated in accordance with the "Regulations on the Management of Students in Regular Institutions of Higher Learning" (Order No. 41 of the Ministry of Education of the People's Republic of China) and the relevant documents of the school.

Chapter 2 Departments and Responsibilities for Course Assessment Management

Article 2 The course assessment work of the school is led by the vice president in charge of teaching. The Academic Affairs Office is responsible for formulating relevant management measures for course assessment and organizing and implementing them.

The Academic Affairs Office has an Examination Management Section, which is specifically responsible for the implementation of the school's examination work, including the following:

(1) Organizing the formulation (revision) of relevant systems and documents for examination management.

(2) Implementing the relevant documents and requirements of the Ministry of Education, the Education Department and the school on course assessment, carefully organizing and comprehensively deploying the course assessment work of the entire school.

(3) Coordinating and organizing the final examinations, make-up examinations, graduation certificate replacement examinations and other examinations of each secondary college.

(4) Organizing and implementing examination affairs during the examination process. Coordinating and arranging for each secondary college to do a good job in the printing, packaging and confidentiality of the examination papers.

(5) Summarizing the implementation of various examination work, and feeding back information to the relevant departments, and proposing suggestions for reform and improvement.

(6) Promoting the reform of course assessment, gradually establishing a question bank, and actively creating conditions to gradually implement the separation of teaching and examination.

(7) Handling the violations of teachers' invigilation and students' examinations and releasing examination bulletins.

(8) Budgeting the workload of various examinations, distributing remuneration and handling accounting work.

(9) Completing other examination and related work assigned by the superior leaders.

Article 3 Each secondary college is responsible for organizing and implementing the course assessment of its own college.

Its main responsibilities are:

(1) Organizing and implementing the final examinations of courses and assisting the Academic Affairs Office in organizing and completing make-up examinations, graduation certificate replacement examinations and other examinations.

(2) Reviewing, printing (non-outsourced examination papers), packaging and storing examination papers.

(3) Organizing invigilators to study the school's examination rules and invigilation rules and conducting invigilation training.

(4) Educating students on examination rules and examination discipline and formulating practical measures to prevent various examination violations.

(5) Submitting course assessment results and archiving students' examination papers and assessment results.

(6) Assisting the Academic Affairs Office in organizing the registration and examination organization of school-wide unified examinations and national and provincial unified examinations.

Chapter 3 Examination Arrangements

Article 4 The examinations within the school mainly include final examinations, make-up examinations, re-examinations and graduation certificate replacement examinations. Except for the above examinations, the school generally does not organize other forms of examinations within the school.

Article 5 Final examinations. Final examinations are organized and implemented by the Academic Affairs Office, with each secondary college responsible for the specific arrangements. Examination courses are generally arranged in the examination week, and each secondary college is responsible for the arrangements; the stage assessment and final assessment of non-paper-based assessment courses can be conducted in class, and the course instructors should report to the course offering college for approval; the re-examinations of assessment courses using paper-based examinations can be arranged in the advance examination week. For courses with special assessment requirements, the course instructors should reflect them in the semester teaching schedule, report to the course offering college for approval, and file with the Academic Affairs Office.

Article 6 Make-up examinations and re-examinations. Students who fail the final examination or fail the assessment of practical teaching links cannot obtain credits. During their school years, they must participate in make-up examinations and re-examinations as required. The specific arrangements are as follows:

(1) Make-up examinations are generally arranged at the beginning of each semester and organized and implemented by the Academic Affairs Office.

(2) Students who fail the course assessment may apply for a retake once, study with the next grade, and take the final exam and make-up exam.

(3) Students who still fail after the make-up exam and retake may apply for an extension of study time or directly take the graduation certificate replacement exam in the graduation year.

Article 7 Graduation certificate replacement exam. Students who have obtained a graduation certificate may take the graduation certificate replacement exam once in the graduation year.

Chapter 4 Qualification for Students to Take Exams

Article 8 All students who take courses stipulated in the talent cultivation plan must take the exam for the course, except those who have one of the following situations:

(1) Those who are absent from class without reason for more than one-third of the teaching hours of the course.

(2) Those who fail to complete the course assignments as required for more than one-third of the total assigned.

(3) Those who fail to complete the experimental and practical teaching content as required for more than one-third of the course hours or projects.

(4) Those who fail to participate in the internship as required for more than one-third of the total internship hours.

Article 9 Students who cannot take the exam due to illness or other special reasons must apply for a deferral. They should first submit a written application. Those who are ill must also submit a hospital certificate, and those with special reasons must also submit relevant proof documents. After verification by the counselor and approval by the person in charge of the student's college, it should be reported to the Academic Affairs Office for record. Students who defer the exam may take the make-up exam or take the exam with the next grade. The deferral exam score is composed of the exam score and the regular score. Students who fail the deferral exam are not allowed to take the make-up exam and may apply for a retake.

Article 10 The course instructor must confirm the student's exam qualification before the exam arrangement of the course and report the list of students who are not allowed to take the exam to the college that offers the course. Students who are disqualified from the exam, absent, cheat or violate discipline in the final exam of the course are not allowed to take the make-up exam.

Chapter 5 Assessment Methods

Article 11 All courses stipulated in the talent cultivation plan (including compulsory courses, elective courses, experiments, internships, course design, graduation thesis, graduation design, etc.) must be assessed and scored. Students must participate in the assessment according to the relevant management regulations and assessment methods of the school after completing the teaching content of the courses they take each semester.

Article 12 Assessment can be conducted in different ways according to the characteristics of the course. The assessment methods of each course are proposed by the course leader and reviewed and determined by the director of the teaching and research section based on the major, grade, and nature and characteristics of the course. The assessment forms are divided into exams and evaluations. Reform of assessment methods should be emphasized, and the intensity of process assessment should be increased. The formation assessment method is advocated.

(1) The exam methods include written tests, oral tests, on-site operation tests, etc., focusing on assessing students' ability to comprehensively apply knowledge and solve practical problems. Public basic courses, professional basic courses, and compulsory courses in professional courses mainly adopt the above exam methods.

(2) Evaluation courses mainly assess students' learning situations through in-class and out-of-class assignments, class discussions, questions, regular tests, experiments, and papers. Students who fail the evaluation may take the make-up exam, and the assessment method of the make-up exam should be reported to the college for approval and the Academic Affairs Office for record.

(3) Exam courses may adopt open-book or closed-book exams, with a general duration of 90 minutes. If the exam time needs to be increased or decreased due to special circumstances for individual courses, it must be approved by the person in charge of the college offering the course and reported to the Academic Affairs Office for record.

(4) The assessment methods of courses should be indicated in the teaching schedule of each semester, reviewed and approved by the director of the teaching and research section and the person in charge of the college, and reported to the Academic Affairs Office for record.

Article 13 Each major should determine 2-4 public basic courses, professional basic courses, and professional courses as exam week exam courses each semester according to the talent cultivation plan.

Chapter 6 Question Setting

Article 14 The setting of questions for course assessment should follow the principle of integrating theory with practice and focus on assessing students' ability to analyze and solve problems. The test questions should comply with the basic requirements of the teaching syllabus, take into account the actual situation of students at different levels and of different types, and avoid strange and difficult questions. The difficulty level should be appropriate.

(1) The test questions should be set in accordance with the teaching syllabus. The coverage of the knowledge points specified in the syllabus should be over 85%.

(2) The structure of the test questions should be scientific. It should focus on assessing students' mastery of basic theories, basic knowledge, and basic skills, as well as their ability to apply the learned knowledge to analyze and solve problems. The test results should reflect students' learning outcomes. There should be no less than five types of questions in principle: single-choice questions, fill-in-the-blank questions, short-answer questions, analysis questions, and calculation questions, etc. (The types of questions can be added or modified according to the nature of the course). The test questions should reflect the application of the discipline, and the proportion of subjective and objective questions should be reasonably arranged. The proportion of objective questions should not exceed 40% in principle, and the proportion of subjective questions should be increased to reflect students' understanding, mastery, and application of knowledge.

Article 15 The test questions should cover a wide range of knowledge points. The proportion of each part of the knowledge and ability assessment content to the total assessment content and the proportion of question types and quantities should be reasonable. The difficulty level of the questions should be as close as possible to the expected value of the assessment. The number of questions should be appropriate and the difficulty level moderate. It is advisable for most students to complete the test questions within about 3/4 of the exam duration. The proportion of questions of different difficulty levels (easy, relatively easy, relatively difficult, and difficult) to the total score of the test paper should be 2:4:3:1 in principle. Teachers can arrange review classes before the exam to review the course comprehensively, but they should not set additional assessment scopes for students or provide review outlines.

Article 16 Two sets of test papers, A and B, must be prepared for the final exam, along with reference answers and marking standards. The types, quantities, and difficulty levels of questions in the A and B sets should be basically the same. The Academic Affairs Office will randomly select one set for the assessment and the other set will be used as a make-up exam paper. The repetition rate of the current exam questions with those of the previous two years and between the A and B sets should not exceed 20%. The director of the teaching and research office of the college is responsible for checking the repetition rate and signing for record.

Article 17 The layout of the test paper should be compact and aesthetically pleasing, with reasonable arrangement of text and illustrations, standardized format, and the template and content of the test paper and reference answers should meet the standards.

Article 18 The test question setter and the director of the teaching and research office are the first and second persons responsible for the test paper, respectively. The test question setter should take the test question setting task seriously and ensure that each test paper is clear in appearance, accurate in question expression, free of ambiguity, smooth in text, and correct in punctuation. The director of the teaching and research office should carefully perform the review work and prevent test question errors. The test question setter must fill out the "Test Paper Approval Form", and after the director of the teaching and research office and the vice dean of teaching of the college strictly review and sign the form, it should be kept on file by the secondary college.

Chapter 7 Printing and Storage of Test Papers

Article 19 Test papers can be printed in-house or outsourced. Relevant staff should carefully check and store the test papers to ensure high-quality and timely completion of the printing. Records should be kept, and handover procedures should be followed for each step of the test paper handover and storage.

Article 20 Security and Confidentiality. To maintain strict confidentiality, all personnel involved in the test question setting, review, printing, and storage must strictly abide by the confidentiality requirements for test papers. Violators will be held accountable in accordance with relevant regulations.

Chapter 8 Implementation of Exams

Article 21 The exam work is coordinated by the Academic Affairs Office. For the exams during the final exam week, each secondary college is responsible for arranging the exam subjects and examination rooms of their own college according to the school's exam schedule, and the Academic Affairs Office will randomly assign invigilators. For the exams conducted in the early exam week, the college offering the course is responsible for determining the exam time, arranging the subjects and examination rooms, and assigning invigilators. Make-up examinations (including those for graduation certificate replacement) are uniformly organized and arranged by the Academic Affairs Office, which determines the examination subjects, make-up examination time, arranges examination rooms and invigilators, with the assistance of each secondary college in completing the make-up examination work.

Article 22 Each secondary college should conduct centralized training and education on examination rules and examination discipline for invigilators and students before the final examinations.

Article 23 The examination process of candidates and the invigilation process of invigilators shall be carried out in accordance with the "Examination Rules and Violation Handling Measures of Guangzhou College of Applied Science and Technology".

Article 24 Strengthen the examination room inspection work during the examination period. The examination room inspection is divided into two levels: college and university. The university-level inspection work is arranged by the Academic Affairs Office, and the college-level inspection is arranged by each secondary college.

Chapter 9 Paper Marking and Score Management

Article 25 Paper Marking

(1) Markers should, with a sense of responsibility towards students, do a good job in marking the papers with a high sense of responsibility. It is strictly prohibited to change the marking standards at will. The reference answers must be detailed, marking points should be clearly marked, and the judgment criteria should be accurately described in the "Marking Standards". The score for each marking point should not exceed 5 points in principle, ensuring "objectivity and fairness, marking based on evidence, reasonable deduction, and moderate leniency and strictness". Marking must be done carefully and meticulously and repeatedly checked to ensure accuracy.

(2) Markers must use red pens to mark the papers strictly in accordance with the marking standards. The correctness of students' answers should be clearly judged, marked with "√" or "×", and incomplete or incorrect parts should be marked with "——" or "~~~" and given half marks. Blank spaces should be marked with "?" or a slash. The score for each question should be clearly marked in front of the question number (positive score), and the total score for each question should be filled in the total score column of the major question. The "Marker" and "Score Tallyer" columns on the paper must be signed or stamped in red. If the marker and score tallyer are the same person, only the score tallyer column needs to be signed or stamped. If there are any changes during marking, the marker must sign or stamp at the changed place. For courses taught by two or more teachers, unified centralized marking in a flow form should be adopted.

(3) If similar papers are found during marking, they should be reported to the college offering the course. If the investigation is confirmed, it can be determined as cheating and reported to the Academic Affairs Office for handling.

(4) After the marking is completed, the marker should conduct a comprehensive self-check of the marked papers, and then the teaching and research office should organize mutual checks and rechecks of the papers. Each teaching unit should conduct a recheck of the papers archived in their department. The self-check, mutual check and recheck of the papers must be completed within the current semester, and a detailed record of the marking situation should be made in the "Self (Mutual) Check Form for Final Examination Marking" (see Appendix 3) in the "Comprehensive Evaluation and Suggestions" section. The Academic Affairs Office will organize spot checks.

Article 26 Score Evaluation

Course examination scores are recorded on a 100-point scale. Social practice, internships, course design, and graduation theses (designs) can be recorded on a five-level scale: "Excellent", "Good", "Medium", "Pass", and "Fail". The conversion and corresponding grade points for the 100-point scale and the five-level scale are as follows:

90-100 points are converted to 4.0-5.0 grade points (91 points are 4.1, and so on), corresponding to "Excellent" on the five-level scale;

80-89 points are converted to 3.0-3.9 grade points, corresponding to "Good" on the five-level scale;

70-79 points are converted to 2.0-2.9 grade points, corresponding to "Medium" on the five-level scale;

60-69 points are converted to 1.0-1.9 grade points, corresponding to "Pass" on the five-level scale;

Less than 59 points are converted to 0 grade points, corresponding to "Fail" on the five-level scale.

The grade points corresponding to "Excellent", "Good", "Medium", "Pass", and "Fail" are 4.5, 3.5, 2.5, 1.5, and 0 respectively. Make-up examination and graduation certificate replacement examination scores of 60 points or above are recorded as 60 points and converted to 1.0 grade points.

Article 27 Regular Scores. The final grade is composed of the final exam score and the regular performance score. Generally, the final exam score accounts for 70% and the regular performance score accounts for 30%. For courses with strong practicality and separate laboratory courses, the regular performance score does not exceed 50%. For courses that adopt formative assessment, the method for determining the final grade is proposed by the instructor, approved by the department head and the dean of the college, and filed with the Academic Affairs Office. The regular performance score mainly assesses students' performance in class and outside of class, including periodic tests, experiments, homework, attendance, in-class learning performance, and discussion and interaction. The instructor evaluates the students' performance throughout the learning process comprehensively. The instructor should announce the method for assessing the regular performance score at the beginning of the course and strictly adhere to it during the teaching process. The basis for each component of the regular performance score should be provided, and the regular performance score should not be arbitrarily determined or adjusted.

Article 28 Grade Management

(1) The exam scores of each course should be entered into the school's academic affairs system by the instructor within 5 days after the exam (3 days if the exam is on the last day of the semester), printed, signed, and submitted to the department offering the course, the student's department, and the Academic Affairs Office for archiving. For students who did not take the exam for various reasons, the words "deferred exam" or "absent" should be noted in their grade sheet. If a student violates the exam rules or cheats, the words "violation" or "cheating" should be noted. The academic affairs office staff of each secondary college is responsible for submitting the student's semester grade sheet to the college's responsible person and the student's counselor for timely inspection of the student's academic situation.

(2) Once the grades are submitted, they cannot be changed. If a change is necessary, the instructor must fill out the "Application Form for Approval of Grade Correction of Guangzhou College of Applied Science and Technology", which must be approved by the head of the department offering the course and reviewed by the Academic Affairs Office.

(3) If a student has objections to the exam score, they can submit a written application for grade verification to the department offering the course within 4 weeks after the start of the next semester. After approval by the head of the department offering the course, the department will organize relevant teachers to verify the score, and the verification result will be provided to the student in writing.

Chapter 10 Test Paper Analysis

Article 29 Test paper analysis is a comprehensive analysis of students' answers after the exam is marked, and it is an important part of the statistical analysis of course assessment. Through the analysis of the exam results, it is possible to understand students' use and adaptation to the teaching materials and teaching methods, so as to adjust the teaching content and methods, improve the relationship between teaching and learning, and adapt to the characteristics of students and meet their needs.

(1) After marking the test papers, the instructor must export the "Course Assessment Test Paper Analysis Form" from the academic affairs management system by administrative class, conduct a detailed analysis and description of the test paper situation based on the exam score statistics chart and specific actual conditions, and propose specific improvement measures. The "Course Assessment Test Paper Analysis Form" is applicable to both test paper and non-test paper assessment methods.

(2) The exam score statistics chart in the test paper analysis form should show a normal distribution. Under normal circumstances, the number of students with scores in the 60-69 and 70-79 ranges should be the largest. If the distribution of students' exam scores is abnormal, the instructor must explain the reasons for the abnormality in the "Test Paper Situation Analysis" column and fill in the improvement measures in the "Improvement Measures" column.

(3) If the final exam questions cover more than 85% of the teaching syllabus, the phrase "conforms to the teaching syllabus requirements" can be filled in.

(4) The difficulty of the questions should not be too difficult or too easy. The difficulty coefficient of the questions should be controlled between 0.15 and 0.25. The formula for calculating the exam difficulty coefficient is as follows: Dc = 1 - A/T, where A is the average score of the students and T is the full score. The average score of the entire test paper should be around 75-85. If the average score is too high or too low, the reasons should be analyzed in detail.

(5) Analysis of incorrect answers. When conducting an analysis of the examination results (analysis of the examination paper situation), the subject teacher must carefully review all the examination papers of the administrative class, statistically analyze the students' lost marks, and conduct a detailed analysis. When filling out the "Examination Paper Analysis Form", the following aspects should be considered:

1. Reasonably analyze the incorrectly answered questions and categorize the types of errors

(1) Types of incorrectly answered questions: Each examination subject has subjective and objective questions, and their question points and solution methods are different. Therefore, the first step is to classify the incorrectly answered questions as either subjective or objective questions and calculate the proportion of lost marks for subjective and objective questions.

(2) Knowledge points of incorrectly answered questions: Classify the knowledge points tested by the incorrectly answered questions based on the scope of the questions and categorize the knowledge points tested by the incorrectly answered questions to identify their weak points.

2. Analyze the reasons for the incorrectly answered questions

Analyze the reasons in detail based on the types of incorrectly answered questions and the knowledge points involved.

3. Develop a scientific plan based on the types and causes of the incorrectly answered questions

For knowledge points with a high error rate and lost marks, a scientific and effective error correction plan and improvement measures must be formulated.

Chapter 11 Archiving of Examination Papers

Article 30 Archiving of Examination Papers

(1) The archiving and binding of examination papers shall be the responsibility of the subject teacher, and the papers shall be archived and preserved by the college offering the course (the college where the course is located). The examination papers shall be preserved for five years after the graduation of the students in that class. They can be destroyed after approval by the head of the secondary college.

(2) For non-paper-based examinations, the "Approval Form for Non-Paper-Based Examinations (Assessments)", "Scoring Standards for Non-Paper-Based Examinations (Assessments)", and the basis for course scoring (such as course papers, experimental and practical reports, etc.) shall be attached as part of the students' examination (assessment) scores and submitted to the college offering the course for archiving. The content and directory of non-paper-based examination archiving are provided in the attachment.

(3) For online examinations and computer, software, design, and other courses that need to be completed on a computer, electronic materials (sample examination papers, reference answers, student answers) can be saved in paper form or directly in electronic form based on the actual situation. If saved electronically, a detailed directory of the materials must be created, and multiple media and locations should be used for storage. The materials shall be uniformly preserved by each college offering the course.

(4) For practical assessment forms such as oral examinations and experiments, each secondary college shall formulate corresponding archiving requirements based on the actual situation of the course and preserve relevant written or audio-visual records.

(5) The information on the examination paper archiving file bag must be filled in completely, with no missing items. The requirements for filling in the information on the archiving file bag of the examination papers are as follows: the academic year should be filled in with Arabic numerals, and the semester with lowercase Chinese characters; the college should be filled in with its full name; the examination (assessment) subject should be filled in according to the course name displayed in the teaching management system; the examination class should be filled in according to the display in the teaching management system.

(6) The content and directory for the archiving of make-up examinations are provided in the attachment.

Article 31 This regulation is interpreted by the Academic Affairs Office.

Article 32 This regulation shall come into effect from the date of its promulgation. The original "Regulations on Course Assessment and Score Management of Guangzhou College of Applied Science and Technology (Revised)" (Guangyike [2022] No. 280) is simultaneously abolished.