rmit late assignment submission penalty

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Assessment and Assessment Flexibility Policy

Section 1 - purpose, section 2 - scope, section 3 - policy, design of assessment, students and assessment, academic integrity, responsibilities in assessment, assessment flexibility, academic progress, supplementary assessment, section 4 - procedures and resources, section 5 - definitions.

(1) To ensure:

• Relevant and authentic assessment that supports and enables students to demonstrate evidence of learning at the appropriate level of study.
• Flexible, equitable and inclusive assessment with a commitment to caring for students whose circumstances require assessment flexibility.
• Quality and effectiveness of assessment where methods of assessment are consistent with learning outcomes, contribute to desired graduate outcomes and support transition into professional practice.
• Fairness and transparency in assessment design, moderation, feedback and clear articulation of assessment criteria to students. Assessment practice is continuously monitored and reviewed for academic quality, equivalence and comparability, and to maximise academic integrity.

(2) This policy is made pursuant to the Assessment, Academic Progress and Appeals Regulations. Except where otherwise stated it applies to all courses and programs offered by RMIT in the following categories of award:

• Higher Degree by Research
• RMIT accredited programs
• Vocational Education Programs
• Foundation Studies

(3) For students of the Victorian Certificate of Education (VCE) and Victorian Certificate of Applied Learning (VCAL): Assessment, Special Consideration, Extensions and Alternative Assessment Arrangements are regulated under the provisions of the Victorian Curriculum and Assessment Authority (VCAA).

(4) Learning outcomes are a central focus for design, quality and standards in assessment.

(5) All learning outcomes in a course are specified in the course guide and are assessed.

(6) Assessment tasks are appropriately designed to measure student achievement of learning outcomes.

(7) Assessment provides evidence to make consistent academic judgements about students’ achievement of learning outcomes.

(8) To enable consistent judgements, a variety of assessment methods and tasks are used.

(9) There is a balance between:

• early or formative assessment to provide helpful feedback during the learning experience; and
• summative assessment of the learning achieved.

(10) For higher education programs, the weighting of individual pieces of assessment within a course will be balanced.

(11) Hurdle assessments are used in a higher education course only where they are required by safety or professional accreditation, registration or licensing requirements. Hurdle assessment tasks must be clearly identified in the course guide and, where the course is a core course within a program, in the program guide. A student who fails a hurdle assessment fails the course regardless of the overall course mark they achieve.

(12) In view of the wide range of contexts within which the same programs are delivered and assessment tasks are undertaken by students, the design of assessment is adapted to the opportunities and necessities of:

• face to face delivery
• online delivery
• blended delivery
• the different teaching and learning platforms used within the RMIT Group
• WIL experiences involving professional and industry personnel in the assessment process
• countries with different cultural, legal and political contexts.

(13) Moderation processes are applied systematically to achieve consistency of marking of individual assessors within the same course:

• in one location
• across different locations
• across different modes of delivery.

(14) Vocational education

• Assessment is implemented in accordance with Training Package and Accredited Course requirements, particularly the principles of assessment and rules of evidence.
• Validation of assessment in Vocational Education is undertaken in accordance with the validation of assessment: Vocational Education section of the assessment processes.

(15) Course guides specify all assessment requirements for a course and the weightings of each assessment task, if applicable.

(16) Information provided to students on assessment tasks state the performance standards so that students understand the level of attainment required.

(17) Students receive timely feedback on each piece of assessment submitted that supports their learning and how they can improve.

(18) Students retain a copy of all work submitted for assessment until a final result for a course is formally released by the university.

(19) A student may request a review of an assessment result or appeal a final course grade in accordance with the conduct of assessment and appeals section of the Assessment Processes.

(20) A student can request a copy of a marked assessment for which a review is sought where this has not been returned.

(21) Changes to assessment tasks after commencement of the teaching period can only be made following consultation with affected students and must be approved by the Dean/Head of School/Associate Director. Any such changes must be reflected in the course guide.

(22) The Dean/Head of School/Associate Director may vary the assessment task where they are satisfied that the integrity of an assessment task has been undermined.

(23) Students demonstrate academic integrity in their assessment practices by:

• engaging with assessment activities in an honest way
• providing accountability for the authorship and originality of work submitted
• acknowledging the work of others and the re-use of original work.

(24) Staff take an educative approach with students on academic integrity.

(25) Academic misconduct is addressed in accordance with the Student Conduct Policy .

(26) Assessment involving research with human participants, their information or their tissue, or animal subjects is carried out in accordance with the Research Policy .

(27) Deans/Heads of School/Associate Directors are responsible for:

• applying university assessment policy and processes in their school, industry cluster or centre;
• convening course assessment committees and program assessment boards for each program in accordance with the membership and terms of reference in the relevant section of the assessment processes;
• submission of results for courses in accordance with the schedule set by the Academic Registrar;
• in higher education courses, ensuring that moderation processes are conducted systematically in accordance with the course assessment committees, program assessment boards and moderation sections of the Assessment Processes
• ensuring that validation of assessment in vocational education is undertaken in accordance with the validation of assessment: Vocational Education section of the assessment processes.
• These responsibilities apply irrespective of delivery mode and location.

(28) Course assessment committees review and approve results for courses.

(29) Program assessment boards review and manage academic progress of students at the end of each formal period of study in accordance with the academic progress and program assessment board sections of the assessment processes.

(30) The Academic Registrar is responsible for the schedule of grades used in the university in accordance with the management of results section of the assessment processes.

(31) The Academic Registrar determines the processes and schedules for formal examinations.

(32) The Academic Registrar sets schedules for:

• timely submission of results
• publication of results
• conversion of missing or interim results to fail grades.
• auditing of results, Course Assessment Committees and Program Assessment Boards.

(33) The purpose of special consideration, extensions and individual assessment arrangements is to ensure that students experiencing extenuating circumstances or who have specific needs are appropriately supported and can seek assessment arrangements that provide the best circumstances for ongoing success in their program. Assessment flexibility is addressed in clauses 34 to 66. Both discretion and flexibility are used in managing applications.

(34) Extensions are available for unforeseen circumstances of a short-term nature.

(35) Applications are submitted to the school/industry cluster at least one working day before the due date for an assessment.

(36) Extensions can be approved for up to one week (seven calendar days) after the due date for an assessment.

• From 3 June 2021, assessment adjustments may be granted on a seven (7) calendar day rolling basis where a student is impacted by COVID-19 Stay at Home Directions. Refer to the  Short assessment extension of time process . This advice will be reviewed annually.

(37) The evidence in an application clearly supports the period for which an extension is sought.

(38) The school/industry cluster will notify the student of the outcome of an application within two working days of an application being submitted.

(39) Applications are approved by the responsible staff member in the school as determined by the Dean/Head of School/Associate Director.

(40) Where an application is approved, students meet the new assessment due date for submission of work or to undertake the assessment where attendance is required.

Special Consideration

(41) Special consideration is available for unexpected circumstances outside students’ control. These include but are not limited to unexpected short-term ill health, and unavoidable family, work, cultural or religious commitments.

(42) An application for special consideration is made in advance of an assessment wherever possible, but normally within five working days after the assessment date.

(43) Where, however, a student is applying for late course withdrawal without academic penalty, they may apply up to one year after the date of their withdrawal from the course or, if they did not withdraw, within one year from the course end-date.

(44) Course coordinators decide the form of equivalent assessment tasks where these are granted.

(45) Students provide all relevant information with their application.

(46) The University will determine one of the following outcomes for applications for special consideration:

• an equivalent assessment
• an extension of time (exceeding seven calendar days)
• a deferred assessment
• other arrangements deemed appropriate to the circumstances of the student and the course concerned
• a late course withdrawal without academic penalty
• special consideration is denied
• cancellation of the application for lateness or incompleteness
• application withdrawn.

(47) If the application is denied, the reasons for this will be provided in writing.

(48) The evidence supporting an application applies to the dates for which special consideration is sought.

(49) Students are notified if their application is incomplete and will have five working days to submit missing information or documentary evidence.

(50) Applications lodged more than five working days after the due date are not considered unless the student can, with the application, provide compelling or compassionate reasons and evidence. Refer to the definition of compassionate or compelling circumstances used in the DEEWR – DIAC Course Progress Policy when submitting a late application.

(51) Complete applications that include supporting documentation and evidence are considered and responded to within 10 working days.

(52) A student may withdraw an application for special consideration at any time.

(53) A student may appeal a decision to deny them special consideration for an assessment by the process set out in the appeals section of the assessment processes, and in Part D 13 (42) University Appeals Committees of the Assessment, Academic Progress and Appeals Regulations.

Equitable Assessment Arrangements

(54) Equitable assessment arrangements provide for a student’s foreseeable needs or circumstances related (but not limited) to:

• living with a disability, long-term illness and/or mental health condition
• primary carer responsibility for a person living with a disability, long-term illness and/or mental health condition.

(55) An equitable assessment arrangement is an alteration to the standard conditions or format of an assessment. It can apply to any formal assessment task or examination described in the course guide.

(56) Students apply to Equitable Learning Services for equitable assessment arrangements.

(57) Applications include supporting documentation from a treating health practitioner who is registered with a recognised professional accreditation body: for example, a doctor, psychologist or social worker.

(58) Applications and supporting documents are treated confidentially in accordance with the RMIT Privacy Policy and other relevant State and Federal information handling Acts, Regulations and Statutes. Such information is not placed on the academic student file but is stored centrally and managed by the staff responsible for administering the process.

(59) An equitable assessment arrangement provides flexibility for students in meeting the academic standards being assessed.

(60) Program managers are responsible for ensuring that staff teaching in the program provide the adjustments stated in students’ equitable assessment arrangements.

(61) Students are still required to meet the inherent requirements of the program.

(62) Depending on a student’s circumstances an equitable assessment arrangement may include:

• flexible conduct and supervision arrangements
• use of ergonomic furniture or special seating arrangements
• use of a computer for a traditionally paper-based examination
• use of assistive technology
• alternative format examination materials (e.g. large print, audio, Braille, electronic)
• additional reading and/or assessment time
• rest breaks
• enabling assistance (e.g., scribe, AUSLAN interpreters)
• alternative forms of assessment
• flexible timeframes for submission of work or attendance for assessment tasks.

(63) The University makes every effort to accommodate students but cannot guarantee provision of a full range of assessment options. The time-frame, resource constraints and professional body registration requirements may affect the options available. In addition, the availability of options may vary from country to country and be subject to law in those countries.

(64) The process for applying for an equitable assessment arrangement is outlined on the Equitable Learning Services webpage.

(65) A student may appeal a decision to deny them an equitable assessment arrangement, or the conditions of a granted equitable assessment arrangement, by the process set out in the appeals section of the assessment processes.

(66) For students undertaking the Victorian Certificate of Education and Victorian Certificate of Adult Learning, the equivalent of an equitable assessment arrangement is special provision. Special provision is administered in accordance with the Victorian Curriculum and Assessment Authority’s administrative instructions to schools.

(67) Chairs of program assessment boards are responsible for:

• reviewing the progress of students in accordance with the academic progress (coursework programs) section of the assessment processes;
• First stage – at risk of unsatisfactory academic progress
• Final stage – established unacceptable academic progress in more than one teaching period;
• ensuring that where a student is identified as at risk of unsatisfactory academic progress there is an intervention to offer the student academic advice and support to improve their performance.

(68) Where a student is identified as at risk final stage the program assessment board will require them to show cause why they should be permitted to continue in the program. The board will then decide whether to:

• permit the student to continue in the program with a classification of at risk and a further intervention to offer them academic advice and support, or
• recommend to the Dean/Head of School/Associate Director that a student be excluded from their program for established unsatisfactory academic progress.

(69) Any decision to exclude a student is made by the deadline set by the Academic Registrar.

(70) The Academic Registrar writes to students recommended for exclusion, advising of the exclusion and right of appeal.

(71) The Academic Registrar may decline to action a decision to exclude a student if it is not compliant with this policy and/or the academic progress (coursework programs) section of the assessment processes.

(72) The Academic Registrar approves the schedule of criteria for identifying students as at risk of unsatisfactory academic progress, and as having established unacceptable academic progress.

(73) A student may appeal a decision to exclude them for established unacceptable academic progress.

(74) The appeal process is detailed in the appeals section of the assessment processes.

(75) Supplementary assessment is approved by:

• course assessment committees for courses in programs the school/industry cluster delivers
• program managers for courses delivered by another school/industry cluster
• program assessment boards where a student has narrowly failed one course in the last teaching period to complete their program.

(76) Supplementary assessment is approved in accordance with the supplementary assessment section of the assessment processes.

(77) A college appeals committee or the University Appeals Committee has discretion to award a supplementary assessment as part of the outcome of an appeal.

(78) The Academic Registrar:

• maintains the assessment processes for RMIT University, and
• approves the annual Academic Calendar.

(79) The Chief Executive Officer, RMIT Training maintains the assessment processes for RMIT Training.

(80) The Deputy Vice-Chancellor Vocational Education maintains the vocational education compliance processes.

(81) Refer to the following documents which are established in accordance with this policy:

• Assessment and Assessment Flexibility – Online Invigilated Examination Procedure
• Assessment Processes
• Student Administration Resources
• Short assessment extension of time process

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Assessment and examination processes and policies at RMIT Vietnam.

Assessment at RMIT University 

RMIT aims to ensure that its assessment: 

• encourages student learning and participation 
• provides feedback 
• is flexible 
• is manageable 
• is fair and considerate of diverse needs 
• is reliable 
• is valid and meaningful 
• encourages student integration of learning 

The RMIT Assessment and Assessment Flexibility Policy and Assessment Processes are comprehensive references to the University’s assessment related regulations, policies, and procedures. These are the rules by which the University manages its assessment practices and are designed to ensure consistency, transparency, and fairness, and to support academic integrity. 

Assessment support

Extensions of time.

You are required to submit assessment items and/or ensure performance-based assessment is completed by the due dates. Where, however, you will be prevented from submitting an assessment item on time, by circumstances outside your control, you may apply in advance to the course coordinator for an extension to the due date of up to seven (07) calendar days. Where an extension of greater than seven (07) days is needed, you must apply for special consideration, unless you have an equitable assessment arrangement which provides for negotiation of submission dates with the relevant academic staff.

Further information about the extension of time can be found in the   Assessment and Assessment Flexibility Policy .

How to apply

If you are seeking such an extension, you must apply no less than fully 24 hours of one (01) working day before the official due date. Complete the Application for extension of time to submit Assessment work form and lodge it with the course coordinator (via Student Connect Portal , or direct email to the course coordinator). You are also required to provide documentary evidence to justify your circumstances.

Application for extension of time to submit assessment work form (156KB, 2p)

Assessment of applications

Course coordinators will grant extensions of time for submission of assessable work to you of up to seven (07) calendar days from the original submission deadline.

Outcome of applications

Within two (02) working days of an application being submitted, the course coordinator will notify you via email whether the extension has been granted. You are advised to submit the work directly to the assessor as soon as you can, to minimize deduction of marks if the extension is not granted.

Special consideration

Special consideration allows the University to take account of unexpected circumstances outside your control that can affect your ability to complete an assessment. Examples of unexpected circumstances for eligibility may include:

• an unexpected short-term physical or mental health condition
• difficult personal circumstances or significant emotional disturbance
• unexpected carer responsibility for a member of your immediate family
• bereavement of an immediate family member 
• having been the victim of a serious crime
• other unexpected circumstances outside your control, such as:
• an unavoidable employment, family, cultural, religious or elite sporting commitment
• severe disruption of living arrangements
• financial hardship, such as sudden loss of employment or income
• serious technical issues during an online assessment.

Note that applying for special consideration does not guarantee it will be granted. Each application will be assessed on a case by case basis.  Further information about special considerations can be found   here .

You must apply for special consideration no later than five (05) working days after the relevant examination or assessment deadline. Complete the Special Consideration Application form and lodge it with Student Connect  or via email to VN Assessment Support at  [email protected] .

• Application for special consideration form
• Application for special consideration (sample)

Applications should be supported by an impact assessment statement in Section B of the application form (if the reason of your special consideration is related to a medical ground) and relevant supporting documentation. If you cannot obtain the impact assessment statement or supporting documents within five (05) working days, you should lodge an incomplete application form and provide the additional documents within five (05) working days from the date of your lodgment.

If you are seeking an extension of time, you are advised to submit your work as soon as possible, to minimise deduction of marks if an extension is not granted (or a shorter extension is granted).

If your special consideration application is late, you are still entitled to lodge the application but should include a detailed explanation of why it is late, supported by valid documented evidence. Late applications can only be accepted in exceptional circumstances. The Academic Registrar's Group (ARG) will determine if there are special circumstances sufficient to allow a late application.

Complete applications that include supporting documentation and evidence will be considered within ten (10) working days. Communications about your application will be through your RMIT student email account. It is your responsibility to check your account regularly, promptly respond to any requests for information or action and ensure your account can receive incoming emails.

Possible outcomes of a special consideration application are:

• an equivalent assessment (your course coordinator decides the form of equivalent assessment task)
• an extension of time (if you have applied for an extension, continue to work on the assessment and submit it as soon as you can, even if you have not yet received your outcome)
• a deferred assessment (a further opportunity to sit the assessment)
• other arrangements deemed appropriate to your circumstances and the course concerned
• a late course withdrawal without academic penalty
• denial of an application
• cancellation of an application for lateness or incompleteness
• withdrawal of an application

The following outcomes are not available:

• An increase in the mark you achieved in an assessment
• A transfer or increase in the weighting of other assessment tasks so that the assessment task affected by adverse circumstances is no longer required
• Supplementary assessment

The outcome notification is copied to your course coordinator. Where an outcome requires you to contact your course coordinator or School by a given date, you must do so by the date specified, otherwise, the outcome may be deemed to have lapsed.

While an application may be approved, outcomes provided are subject to change. If we receive relevant information that leads to the outcome being changed, we will notify you of a revised outcome.

It may not be possible to always approve assessment adjustments and there are some circumstances in which Late course withdrawal without academic penalty is the only available outcome.

Equitable assessment arrangements (EAA)

Equitable assessment arrangements (EAA) are provided to accommodate students with a disability, long-term illness and/or mental health condition.

EAA may also be available if you are the primary carer for a close family member with a disability, long-term illness and/or mental health condition, where this means that you require adjustments to enable you to participate in an assessment activity.

An EAA is an adjustment or alteration to the standard conditions or format of assessment. It can apply to any formal assessment task or exam described in the  course guide .

An EAA does not represent a weakening or lowering of the academic standard being assessed. You must still meet the inherent requirements of the course and program.

For further information visit Equitable Learning Services .

Make an appointment to meet with an Equitable Learning Advisor through the  Online Portal  or contact Equitable Learning Services (ELS) by emailing ELS RUVN at [email protected] as soon as possible: at least six (06) weeks before an exam or four (04) weeks before your first assessment task. If you register after this time, there is no guarantee that the University will be able to offer a full range of assistance.

Applications must include supporting documentation from a health practitioner (example: doctor, psychologist, or social worker) who is treating the condition.

Applications for EAA are considered by ELS advisors.

Outcome of EAA

Possible outcomes of an EAA application include:

• flexible conduct and supervision arrangements
• use of ergonomic furniture or special seating arrangements
• use of a computer for a traditionally paper-based examination
• use of assistive technology (Jaws, Zoomtext, Dragon, R+W Gold, Braille Machine)
• alternative format examination materials (e.g. large print, audio, Braille, electronic)
• additional reading and/or assessment time
• rest breaks
• enabling assistance (e.g., scribe, AUSLAN interpreters)
• alternative forms of assessment (take home exam paper, video presentation)
• flexible timeframes for submission of work or attendance for assessment tasks

Remission (removal) of debt

If you withdraw from a course or fail a course, or cancel your program enrolment, after the Census Date (Friday week 4), or have paid the fees for your enrolment, you may apply to have your tuition fee payments refunded or transferred to a later semester for courses where the following conditions apply:

• circumstances outside your control made it impracticable for you to complete the course; and
• these circumstances did not make their full impact on you until on or after the census date in the course; and
• you had not had assessment results such that you would certainly have failed the course at the time the circumstances made their full impact.  

For further information refer to Remission and Removal of Debt Procedure . 

A complete application for a remission of debt must be submitted within one calendar year of the withdrawal date, or where you have not withdrawn, within one calendar year of the end-date of the relevant teaching period. You must complete the Application for Remission (removal) of debt in special circumstances form and lodge it with all required supporting documentation with  Student Connect  or via email to VN Assessment Support at  [email protected] .

Application for remission (removal) of debt in special circumstances form (528KB, 4p) 

Applications for Remission (removal) of debt in special circumstances are considered by authorised staff within the Academic Registrar's Group (ARG) office.

Possible outcomes of remission of debt application are a refund or re-credit of tuition fees. The Academic Registrar’s Group (ARG) office will notify you of the outcome within sixty (60) calendar days of receipt of the complete application.

Requesting a review of the decision

You have twenty-eight (28) calendar days from the receipt of the decision to request a review of the decision by writing to VN Assessment Support via email at  [email protected] . The review outcome notification will be sent to your student’s email within twenty-eight (28) calendar days from the date you submit your review request.

Assessment Support for UniStart Academic Program Students

Students in UniStart Academic Program have separate assessment support processes applied to their program. Please contact your lecturers or reach out to VN Assessment Support at  [email protected]  if you have any questions or further concerns. 

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 Penalty for Late Submission of Assignment: Full Guide

• by Judy Jeni
• February 21, 2024

Late submission of academic assignments is common in most institutions of higher learning. All learners cannot be able to submit their assignments on time because of various reasons.

Some are unable to complete because of genuine reasons while others are simply lazy and careless. Even if the assignment has been done correctly, late submission attracts a punishment.                                                                                                                               

Penalty for Late Submission of Assignment

Penalizing students for late submission has its fair share of advantages. Universities take specific actions to instill discipline among students so that they can know the value of timely submission. 

Nonetheless, the penalty needs to apply after a specific university body has done its investigation. This is necessary to establish the root cause of the late submission. 

Uncontrollable circumstances such as illness should be forgivable as long as the student has submitted the assignment and it is done correctly. However, all universities have their own rule and regulations regarding the late submission of assignments.

Penalty for Late Submission in Different Universities

Why universities penalize late submission           , 1. enhancing student responsibility.

Universities instill tough punitive measures for late submission to make students more responsible.

Knowing the repercussion of late submission or plagiarism makes you work hard and complete it before the deadline day.

In many ways, it will make you more passionate about the assignment and develop a sense of stewardship in your entire learning.

If universities condone late submission, there is a higher likelihood of students becoming irresponsible. 

2. Learners Will Maximize Their Studies

Punitive measures such as getting a zero are very demoralizing. As such, a student will maximize and exploit his or her potential to ensure there is no late submission.

If you are doing your assignment amidst the fear of getting a zero, there is no doubt that you will rush to finish your work and ensure it is done correctly. 

However, the rush to complete the work can compromise the quality. Most students tend to put more emphasis on beating the deadline but not on the quality of the work.

If universities permit late submission as long as the student has genuine reasons , there will be more concentration on quality. 

3. Good Assignment Completion Rates

No professor enjoys frequent late completion of assignments from students. To avoid this, universities punish students to improve the assignment completion rate.

Deadlines that prohibit late submission will propel students to complete their assignments on time.

It makes it easy for professors to determine the true academic ability of these students. 

4. Preparing Students for a Real-World Situation

Universities do not only focus on the academic achievements of the students. They also want them to be ready for the already competitive job market in the real world. In reality, real-life has deadlines.

The current job market is very competitive. Workers have a penalty to pay if they miss a deadline which can cost the company. There is even the risk of dismissal for frequently missing out on deadlines. 

Accepting late assignments in universities will make students lack the preparedness of fitting into real-world situations. School assignment deadlines are a good way of mimicking what is taking place in the real world. 

5. Promoting Fairness

As usual, late submission of the assignment is not for all students. There are still those who struggle to complete in time despite their busy schedule of life. That is to say, accepting late submission is unfair to students who made it within the deadline time.

It will be a discouraging sign for the efforts they put to finish their assignment in time. Penalties for late submission will be fair for students who rush to complete their work.

6. Course Pacing

Current university courses are very compressed and tight. It takes hard work and sheer commitment from the professors and students to complete a course on time.

To achieve successive pacing of these courses, universities can deter late submission by instilling punitive measures. 

A typical university course has a lot of work. Moreover, the available time for completion of these courses is minimal because of a higher number of intakes.

Professors have to put deadlines to keep the pace so that students can complete the course in time.

Allowing late submission only makes it difficult to complete available work. Through harsh penalties, universities can minimize the cases of late submissions that drag others behind. 

7. Inconveniencing the Lecturers

Instructors have a lot of work to do so that students complete and graduate. Late work only means instructors will have to work extra hard to be able to grade all the students.

They have to mark and grade all assignments before moving to a different subject or topic. If several students turn in their assignments later, this will be difficult to achieve. 

8. Lose of the Assignment Value

Long time delay of assignments by students is likely to reduce their value. The academic work will no longer align with the current activities of the class. Even more importantly, if you submit your assignment late, there are chances the corrections have already been done.

Your professor may already be preparing the students for a new topic by the time you make your submission. In this case, the professor has the option of giving you a zero.

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The policies and procedures on this page are for RMIT Training Foundation Studies and RMIT English Worldwide (REW) English for Academic Purposes (EAP) students.

Policies and procedures explain our expectations of staff and students. They will tell you what the rules are as a student at RMIT Training and RMIT University, and how decisions are made. Students and staff at RMIT Training are required to follow and comply with these policies and procedures.

There are very strict rules that apply to international students studying Foundation Studies or English with an Australian institution.  

Read the full  RMIT Training Student Attendance Instruction .

Attendance overview

It is very important that you attend all your classes and maintain satisfactory attendance while you are studying at RMIT Training, this means attending at least 80% of your classes during your study period.  

For EAP students a study period is the length of your CoE (Confirmation of Enrolment).

For Foundation Studies students a study period is the duration of a full semester.

If you cannot attend class, you should have documented evidence of why you cannot attend. For example, if you are sick you should see a doctor and get a medical certificate. You should give the medical certificate to Student Services at reception, or via email to  [email protected] . 

Medical certificates must include the date/s that you did not attend class. Medical certificates do not cancel your absences but will help if you need to explain your attendance situation to the Department of Home Affairs.

Attendance monitoring

Attendance is monitored in each scheduled class session. If you are late to class, or you leave class early, or you take an unscheduled break from your class, this may be counted as an absence. If you are absent from class for more than 60 minutes of that class session, you may be marked absent for the entire session. 

Online classes

If you are attending your class online, your teacher will check if you are in class several times during the class session. If you do not respond to your teacher, you will be considered absent. 

You will receive an email to your RMIT student email address if your attendance begins to fall and you are at risk of not being able to maintain satisfactory attendance. Please respond to these emails. If you are struggling to keep good attendance, we would like to support you, to help you succeed. 

Notice of intention to report

If your attendance level falls to an unsatisfactory level, (less than 80% and less than 70%), you will receive an official notice. This will be sent to your student email address to let you know that RMIT intends to report your unsatisfactory attendance to the Department of Home Affairs.

RMIT Training is required by law to report breaches of the attendance requirement to the  Department of Home Affairs . 

Consecutive days absent

If you are absent from class for 5 consecutive days, you will be contacted by email and/or phone to discuss your attendance. 

If we cannot contact you and you continue to remain absent from your classes, we may contact your emergency contact in Australia, or in your home country. We may also refer your case to the University Student Support team. The University Student Support Team may ask the Police to do a welfare check on you if they still cannot contact you.  A Police Welfare Check is when the police come to your home to make sure you are okay. 

It is very important you check your student email regularly and respond to any important communications from RMIT Training and RMIT University.

Cancellation

If you want to withdraw completely from your studies, you must cancel your program enrolment. We recommend you speak to Student Services before you proceed.

Cancelling your RMIT English Worldwide program 

If you are an REW student studying in Australia on a  Student Visa  and you want to cancel your enrolment, we recommend that you firstly speak to your teachers and  contact Student Services  to find out if cancelling is the best option for you.  

RMIT Training must notify the  Department of Home Affairs  of any changes to your study plans, and this may affect your student visa. 

If you decide you do not want to continue studying at RMIT English Worldwide you can cancel your program.  To cancel your program, you need to complete an  ELICOS Cancellation form  and submit it to RMIT Training Student Services reception or via email to  [email protected] .   

Please note that fees are not usually refunded when you cancel your RMIT English Worldwide program. Read more about  Refunds and Transfer of Fees .

You should not cancel your RMIT English Worldwide program if you want to continue your studies in Australia. You may wish to apply to transfer to another education provider.  Read the  Transfer to another Education Provider information available . 

If you’re stressed or anxious, the  RMIT Training Wellbeing and Experience  team have a range of support services to help you.

Read the  RMIT English Worldwide (REW) Cancellation of Enrolment Instruction  

Cancelling your Foundation Studies program

If you want to withdraw completely from your studies, you must cancel your program enrolment. We recommend you speak to your teachers and  contact Student Services  to find out if cancellation is the best option for you. 

If you’re stressed or anxious, the  RMIT Training Wellbeing and Experience  team have a range of support services to help you. 

You may want to consider taking a short break from your studies rather than withdrawing completely. Read about taking a  Leave of Absence .

You can find out all you need to know about  changing or cancelling your enrolment on the RMIT University website. 

These documents explain the principles for supporting the enrolment of students at RMIT.

• RMIT Enrolment Policy 
• RMIT Enrolment Procedure (Foundation Studies students)
• RMIT English Worldwide Enrolment and Enrolment Variation Procedures (REW students)  (PDF 10 pages, 130kb)

Extension of REW program

If you do not pass a level or you take a leave of absence, you may need to apply for an extension to your REW enrolment to complete your program.  Complete the online Extension Request Form . RMIT Training will assess your application and contact you with further details.

If you are requesting an extension to your program of 5 weeks, or after requesting a longer period RMIT Training only approves a 5 week extension, you will also need to complete the  5-week Attendance Declaration form . 

Complaints resolution

Your time at RMIT Training should be enjoyable and rewarding, but if you're unhappy about something you should let us know by following our complaints resolution process.

Complaints resolution for RMIT English Worldwide students

RMIT Training is committed to resolving your concern or complaint quickly, effectively, and sensitively.

Follow the step by step process below for help if you would like to raise a concern or submit a complaint. For more information, you can read the  RMIT Training Student Complaints Resolution Procedure .  

RMIT Training Student Complaint form

* Student Services can help you complete the form if needed.

**You may bring a support person to any meeting. 

^Let Student Services know if you are submitting a complaint to the Overseas Student Ombudsman

You can read more about how complaints are handled at RMIT in the  Student and Student-Related Complaints Policy . 

Complaints resolution for Foundation Studies students

If you would like to raise a concern or submit a complaint, RMIT has a policy and procedure in place to ensure it is resolved as quickly and as fairly as possible.  

Read more about  Student and Student Related Complaints . 

If you need help to submit your complaint, please contact Student Services reception or send an email to  [email protected].

You can read more about how complaints are handled at RMIT in the  Student and Student-Related Complaints Policy . 

Leave of absence

A Leave of Absence is taking a break from your studies. As an international student on a student visa, you can only take a Leave of Absence in compassionate or compelling circumstances . Taking a Leave of Absence can impact your student visa and your RMIT formal program.

Leave of Absence for RMIT English Worldwide ELICOS students

If you are a student enrolled at REW and you need to take a break from your studies, there are strict criteria you must meet.

International students on a student visa can only apply for a Leave of Absence if  compassionate or compelling circumstances  apply. 

Important information

If you take leave for more than one week of a 5-week module, you will be required to repeat the module. 

If you have completed Module A, you can take a Leave of Absence for up to 10 weeks before starting module B. If your Leave of Absence is longer than 10 weeks, you will need to repeat Module A.

If you have completed Module B, but not achieved the level, you can take a Leave of Absence for up to 5 weeks before repeating module B. If your Leave of Absence is longer than five weeks, you will need to repeat Module A. 

If your Leave of Absence is 6 months or more, you will need to undertake a placement test to determine your English level when you return to study.  Your test results may show that you need to repeat a level you have already passed.

If you need to extend your Leave of Absence, you must submit a new Leave of Absence request. 

Taking Leave of Absence may affect your student visa. We recommend that you contact the  Department of Home Affairs  before you submit a request for a Leave of Absence.

Taking a Leave of Absence from your studies may also affect the start date of your RMIT formal program. You should consider how your study plan may need to change and if you need to defer the start of your RMIT formal program. If you have an agent, they may be able to assist you with this. 

Tuition Fees

If you complete two weeks or more of a 5-week module, you will be charged the full tuition fees for that module. 

If you do not return to study by the agreed date, you will still be required to pay the tuition fees as outlined in your original offer letter.

How to apply 

You can apply for Leave of Absence by completing the  REW Leave of Absence Request form   and submitting it to the RMIT Training Student Services reception or via email to  [email protected] .

You must include supporting documentation in your application for Leave of Absence. Check the type of supporting documentation for  compassionate and compelling circumstances . 

For more information about this process, please refer to the  RMIT English Worldwide (REW) Leave of Absence Instruction .

Leave of Absence for Foundation Studies students

If you are a student enrolled in Foundation Studies and you need to take a break from your studies, there are strict criteria you must meet. You can only apply for a Leave of Absence if compassionate and compelling circumstances are affecting your ability to study.  Eligible students may apply for a Leave of absence for either six months or a year.

International students on a student visa can only apply for a Leave of Absence if  compassionate or compelling circumstances  apply. 

Taking Leave of Absence may affect your student visa.  We recommend that you contact the  Department of Home Affairs  before you submit a request for a Leave of Absence.

Taking a Leave of Absence from your studies may also affect the start date of your RMIT formal program. You should consider how your study plan may need to change, and if you need to defer the start of your RMIT formal program. 

If you are considering a Leave of Absence, we recommend that you speak to your program coordinator and Student Services for advice before applying.

Apply for a Leave of Absence before the  census date  to avoid paying fees. 

Communication about your application, including requests for more information, will be sent to your RMIT student email account. We may also contact you during your absence so you should continue to check your RMIT student email and keep your contact details up to date.

How to apply: 

Follow this link to apply for a  Leave of Absence .

Returning from leave

Once your Leave of Absence period ends, you'll need to enrol in the next study semester before the  last day to enrol or vary courses . If you do not enrol by this date, you may lose your place in the program. You will receive an email before the enrolment period telling you how and when to enrol. 

Early completion of REW program

If you achieve the English level required for your entry to your RMIT program you may be able to finish your REW program early.

If you have achieved the English level required for entry to your RMIT program and want to finish your RMIT English Worldwide program early, complete the  Finish Course Early Request  application available online. 

Transfer to another education provider

This information will help you if you wish to transfer from RMIT Training to another registered education provider in Australia.

Transfer to another education provider for REW ELICOS students

If you wish to transfer from RMIT English Worldwide or RMIT University to another education provider, your student visa may be impacted.  Read more information about how a change in study situation could  affect you and your student visa .

Students who have not yet completed six months of their principal program on their student visa are required to be released from RMIT or REW if they wish to transfer to another education provider. 

Do you need to apply for a transfer to a new provider from RMIT University or RMIT English Worldwide?  The following table will explain what you need to do. 

You must keep attending classes until your application is approved.

Please allow 10 working days for RMIT English Worldwide to assess your application. 

If your application is approved, your current enrolment at RMIT English Worldwide will be cancelled.

Transfer to another education provider for Foundation Studies students

If you wish to transfer from RMIT English Worldwide or RMIT University to another education provider, your student visa may be impacted.  Read more information about how a  change in study situation could affect you and your student visa .

Do you need to be released from RMIT University? The following table will explain what you need to do. 

Refund and Transfer of Fees

If you need to apply for a refund or transfer of fees, you will find all the details in the following information.

Refund and Transfer of Fees for REW EAP students

All refunds for the English for Academic Purposes (EAP) program are assessed according to the following documents. Please read the correct document related to when you were offered a place in EAP at REW. 

If you were offered an EAP program at REW on or after 9 November 2023, read this document:

• RMIT English Worldwide (REW) English for Academic Purposes (EAP) Refund Procedure

If you were offered an EAP program at REW before 9 November 2023, read these documents:

• RMIT English Worldwide Refund and Transfer of Fees Procedure
• RMIT English Worldwide Refund and Transfer of Fees Instruction

If you are eligible for a refund, complete the  online refund application form . 

Refund and transfer of fees for Foundation Studies students

All refund requests for Foundation Studies students are processed through RMIT University. Read about how to  apply for a refund as a domestic or continuing international student .

If you are a commencing Foundation Studies student, you can read about  Refunds for commencing or newly enrolled international students . 

Assessment policy and processes cover submission of assessment tasks, applications for extensions to submitting assessments, and applications for special consideration.

Assessment for REW students

Please speak to your teacher or  contact Student Services  for more information about assessment for REW students.

Assessment for Foundation Studies students

Read all the information you need about assessments and adjustments applicable to your circumstances.

• Assessment and Assessment Flexibility Policy
• Assessment Processes
• Adjustments to assessment

If unexpected circumstances prevent you from submitting an assessment on time, you may apply for an extension.

If you need less than 7 days for your extension, talk to your teacher

If you need more than 7 days for your extension, you should apply for an  Extension of time for submission of assessable work .

Special Consideration

If unexpected circumstances affect your ability to complete an assessment, you may be eligible to apply for special consideration.  Find out if you’re eligible for  Special Consideration and how to apply .

Academic progress

RMIT Training is committed to academic excellence and supporting students in their studies. There are many support services available and it is important that you seek help if there are matters that are affecting your studies. You can talk to your teacher or contact any of our Student Service teams for help.

Academic progress information for REW Students

Maintaining satisfactory academic performance is an important visa condition for international students.  If you are an REW student, please speak to your teacher or  contact Student Services  for more information or support for satisfactory academic progress.

Academic progress information for Foundation Studies students

If you’re an international student studying in a Foundation Studies program you are expected to make satisfactory academic progress. This is a  condition of your student visa . Continued unsatisfactory academic performance could result in your student visa being cancelled. 

There are many reasons why it can be difficult to keep up with your studies. Remember that there are many  support services  available to get you back on track. 

If students meet the criteria listed below, they will be identified as being at risk of not meeting the academic requirements of their program. This is known as unsatisfactory academic progress. 

A student is considered to be making unsatisfactory academic progress if the student: 

Has failed 50% or more of enrolled course load for the semester. 

Has failed the same course a second time. 

Has demonstrated that progress through a program will not allow completion of the program in the expected duration for that program (as stated in the eCOE) and has not shown compelling circumstances to explain the lack of progress. 

Has failed to meet progress requirements prescribed in the ESOS Act 2000 or other regulations that affect eligibility for an Australian student visa.  

Read the full Definition of Unsatisfactory Academic Performance – Higher Education Coursework & VET .  

If you meet one or more of the above criteria you will be contacted and offered support to help get you back on track with your studies.  You will be given the opportunity to talk to an academic advisor and develop an Academic Performance Improvement Plan (APIP). 

If you continue to make unsatisfactory academic progress you may be identified as ‘final stage at risk’ and you will be asked to provide a written submission, called a ‘show cause’ submission, to explain your situation to the Program Assessment Board. 

Read more about  Academic Progress process and support . 

Academic integrity

Academic integrity means acting with the values of honesty, trust, fairness, respect and responsibility in learning, teaching and research.

It means referencing the work of others while developing your own insights, knowledge and ideas. 

Breaches of academic integrity include:

plagiarism and failure to correctly acknowledge sources 

contract cheating or paying/getting another person to prepare an assignment

submitting work prepared by another person 

copying other people’s work

cheating in assessments including examinations 

using unauthorised materials or devices

Find out more about  Academic Integrity at RMIT . 

Student conduct

All students are expected to follow the rules outlined in the  RMIT Student Charter . This outlines behavioural expectations for all students in accordance with RMIT’s core values. 

Students are expected to observe the values of RMIT. Formal action can be taken when students behave in a manner that is considered inappropriate. 

Read more about Student rights and responsibilities at RMIT. 

Read the  RMIT Student Conduct Policy  for more information. 

Fees and Charges

REW students can request a Statement of Course Results upon completion of their course or enrolment.

Please note that reissued certificates and statements incur an additional charge.

Child safe standards

RMIT Training is committed to the safety and wellbeing of students under the age of 18.

Find out more about being an  under 18 international student at RMIT . 

Read the RMIT Child Safety Statement of Commitment

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Everything you need to know for your first few weeks at RMIT including enrolment information, timetables and orientation.

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AFI1042 Investment Company Valuation Assignment (30%) Semester 1 2017 Company: Primary Health Care Limited (PRY) Website: www.primaryhealthcare.com.au Submission Date: Monday 01. 05. 2017, 5:00pm (Beginning of Week 9) [Group Composition for Group Assignment: strictly 3 students per group within the same tutorial] For this assignment you are required to use publicly available information to analyse a publicly listed company and prepare a report which provides an assessment of the company’s current position and future prospects, and which incorporates the use of a range of valuation models to arrive at an estimate of the company’s share price. To provide structure the assignment should include the points listed below: The final submission of the assignment should include the following: Part 1: Conduct Financial Performance and Analyse Current Issues (10%) In this section, students are expected to provide: • An evaluation of the company’s brief recent history and financial performance over time and also include peer group analysis. • Conduct ROE for the company following the DuPont ROE approach and include peer group comparison. • An analysis of the current issues facing the company, the industry it operates in, and explain the impact of the issues on the company’s future earning. Part 2: Estimate Valuation Models (15%) The second part/section of the assignment should contain the estimation of the value of the company’s share using:  Dividend discount/valuation model (DDM)  Free cash flow to equity model (FCFE) You are expected to use the Capital Asset Pricing Model (CAPM) - discussed in topic 3 - to estimate the required rate of return or discount rate needed for each model. For CAPM estimation, you are required to calculate the following: 1. Beta: You cannot pick a beta value estimated elsewhere (e.g., Bloomberg) and use it in your report. Follow topic 3 lecture notes and relevant chapter (chapter 3) of the prescribed textbook to estimate the beta of the company and attach details of your work as an appendix. Also adjust the raw beta using appropriate methodology (refer to topic 3 lecture notes). 2 2. Risk-Free Rate: Use 10 years Govt. Bond Yield as a proxy for the risk-free rate. Indicate any advantages or disadvantages if there are any. 3. Market Risk Premium: The estimation of the expected market risk premium is crucial. You must carefully explain what you do and any assumption you make while estimating market risk premium. • Risk Premium Estimation To estimate the risk premium, first, you have to estimate the expected market return (ASX200 is your market portfolio). Then, subtract the RFR from the expected market return and arrive at your market risk premium. Once you estimate these three figures (1-3) you will be able to estimate the required rate of return or discount rate following CAPM that can be used in valuation models. Important points to be covered in Part 2: • Explain any assumptions made in implementing the models. • Where appropriate, explain how you arrived at the variables you are using. E.g., it is not enough to say you are assuming a 2 percent growth rate. You would be expected to provide justification/motivation of how you arrive at 2 per cent growth rate. Part 3: Evaluate/Discuss the value/price of the company (5%) Comment on your valuations from part 2, including a discussion of possible explanations of why your valuations differ from the current/recent share price. If appropriate, discuss why some of the above models may be unsuitable for valuing the company. Maximum word limit for the Company Valuation Assignment is 6,000 words excluding executive summary and appendices. Note: Every single member of the syndicate is expected to do a part of implementing the valuation models. That is to say, there should not be the situation where a member only does the history and financial performance of the company without any input in the actual implementation of valuation model. The focus of this assignment is on the valuation, specifically generating the inputs into the valuation process and applying valuation models to these inputs to arrive at a range of share price estimates. The requirements outlined above have been designed to aid this process. For the discounted cash flow valuation models the primary requirement is to produce the appropriate expected return measures and discount rates to use in the models. 3 It is important that forecasts of expected returns reflect the impact of the factors identified as current issues facing by the company. A common mistake is to identify a range of issues which will impact on the company’s future earnings or cash flows, but then produce a set of return forecasts which are simply extrapolations of historical returns, ignoring the impact of the factors identified as current issues. The development of return estimates requires judgement; it is not simply a statistical or mathematical forecasting exercise. References/Resources for group assignment Islam, S.Z., Fundamental of Investment, Corpus Education (2016). Reilly, Frank K. and Keith C, Brown, Investment Analysis and Portfolio Management (10th Edition), Thomson South-Western (2012): Chapters 10, 11, 12, 13, and 14. [Much of the material in these chapters is covered in earlier courses and these chapters should be used for revision purposes]. Search Bloomberg, Yahoo! Finance, Google Finance site for business and financial market news. These deliver world economic news, stock futures, stock quotes, & personal finance advice. Damodaran, Aswath, Investment Valuation [3nd Edition], available online at: http://people.stern.nyu.edu/adamodar/New_Home_Page/Inv3ed.htm Assignment submission procedure All assignments must be submitted online through the course Blackboard as well as in a hard copy. They must be accompanied by an assignments cover sheet and submitted through Turnitin on the blackboard, a plagiarism checking tool. For information on Turnitin see: Student FAQ, http://www.rmit.edu.au/academicintegrity/studentfaq Student procedures and account setup (pdf), http://www.rmit.edu.au/academicintegrity/studentprocedures Turnitin student information page, Student Quick Guide - How to submit an assignment through Turnitin available from the ADG webpage; http://www.rmit.edu.au/bus/adq Turnitin will assess your work in approximately one minute, and return a colour coded response for the originality of the text. Penalties for late submission All assignments will be marked as if submitted on time then the mark awarded will be reduced by 10% each day (or part of a day) it is late. Assignments that are late by 7 days or more will not be marked and will be awarded zero marks. 4 Presentation of Report The report is to be presented in the form of a business report. It should have an executive summary, outlining the main findings, at the beginning. The remainder can be structured in line with the above points. Calculations should be included in appendices. Reports are to be typed in Arial/Times new roman with a font size 12 in single or one and one-half space on A4 paper. Reports are to be stapled with two staples down the left-hand side, or secured with a fold-back clip. Do not attach information you have used in compiling the report, i.e. annual reports, newspaper articles etc., to the report. Group Composition Group members are strictly limited to three (3) students. Experience has shown that numbers either smaller or larger than these are dysfunctional. Group composition is to be formed within week 2. Contribution Statement All groups are expected to include a CONTRIBUTION STATEMENT detailing (the form can be found in the Blackboard), in exact terms, what each person in the group has done, when you submit the assignment. Please note marks of the group assignment will be allocated to each members based on their contribution percentage. That is all students are expected to participate and contribute to the group assignment. Free riding would not be rewarded. As such students would be given a zero mark if it is shown that s/he did not contribute enough to the final output. Investment Assignment Silvia Zia Islam [email protected] RMIT University©2017 2 Executive Summary Company overview Historical performance reflects companies earnings How the nature of the company decide the level of the risk/return/earnings Decisions that you made about the company based on your analysis [outside of the word limit] BAFI1042 Investment RMIT University©2017 BAFI1042 Investment 3 Part 1 [10%] Part 1 contains 4 questions: Q1) Evaluate the company’s recent and overtime financial performance by analysing the companies share price performance, financial statements and other relevant news during the last five years. • Focus points: 1. Recent financial performance [past 2 years] - choose a time frame (Look for any major public announcements) 2. Overtime financial performance [past 5 years] - choose a time frame Q2) Peer group comparison/industry analysis [only choose 5 major competitors from the list for discussion] Q3) Analyse the company’s/industry current issues and explain the impact of these issues on the company’s future earnings 1. At Macro Level - general factors that apply for the industry (income, growth of the industry, govt. regulation etc.) 2. At Micro Level - the company specific requirements (operation, level of debt, directions/goals, competition etc.) RMIT University©2017 4 Part 1 (cont.) Q4) Estimate the ROE of the company for last five years [for example; 2010-2015] using the DuPont ROE approach. – DuPont Analysis can be done using either of the following steps - 3 steps: Profit Margin, Total Asset Turnover and Financial Leverage - 5 steps: In addition, Interest Expense rate and Tax Retention Ratio Refer to chapter 4 or Topic 4 Lecture slides for formulas – Compare the financial performances of the company with its peer groups • Choose 2 peer (competitor) companies for comparison [Approximately 2500 words!] BAFI1042 Investment RMIT University©2017 5 Part 2 – Valuation [15%] Part 2 contains 2 questions: Q1) Start your valuation analysis with the CAPM estimation You need 3 variables to calculate the CAPM: – Estimate Beta (β): You can estimate beta by using regression analysis Or by manual calculation  For both approach you need to use the stock price data of the company and ASX/S&P200 to estimate return for five years  Then follow the formula of beta estimation on topic 3 – Risk-Free Rate of Return: Take the 10 year Govt. bond yield rate as a proxy for RFR – Risk Premium: It is the difference between expected market return E(Rm) and RFR  We have provided E(Rm)= 9.610% [source: Bloomberg] Once you estimate the CAPM required rate of return denoted as E(Re) following the steps above, you can use this return (also known as cost of equity, ke) in the valuation model BAFI1042 Investment Part 2 (cont.) Q2) Estimate the valuation model using two different techniques to estimate the intrinsic value of the company discussed in topic 6 (chapter 6): – Estimate dividend discount model or dividend valuation model (DDM) – Estimate free cash flow to equity model (FCFE)  Dividend Valuation Model (DDM): Follow the formula discussed in chapter 6 - Use CAPM return - Estimate the growth rate (g = Retention ratio x DuPont ROE) - Use assumptions if necessary - Forecast dividends (if applicable)  Free Cash flow to Equity (FCFE): Follow the formula discussed in chapter 6 - Growth rate of FCFE (you can take changes in FCFE values over the past five years to predict the growth rate) - Use assumptions if necessary - Forecast FCFE (if applicable) [Approximately 2000 words!] RMIT University©2017 BAFI1042 Investment 6 RMIT University©2017 7 Part 3 [5%] Part 3 contains the evaluation of the value/price of the company Write this part answering the following questions: Why the intrinsic value (you estimated) of the company differs from the current/recent share price?  Why the value of the company differs across different valuation models?  Which model is the most appropriate and why?  And most importantly, what is your investment decision based on your evaluation? [Approximately 1500 words!] BAFI1042 Investment RMIT University©2017 8 Last Notes • The report is to be presented in a form of a business report • Reference • No copy and paste • Keep it short, but logical and concrete!!

Investment Assignment

Silvia Zia Islam

[email protected]

RMIT University©2017 2

Executive Summary

Company overview

Historical performance reflects companies earnings

How the nature of the company decide the level of the risk/return/earnings

Decisions that you made about the company based on your analysis

[outside of the word limit]

BAFI1042 Investment

RMIT University©2017 BAFI1042 Investment 3

Part 1 [10%] Part 1 contains 4 questions:

Q1) Evaluate the company’s recent and overtime financial performance by analysing the companies share price performance, financial statements and other relevant news during the last five years.

• Focus points: 1. Recent financial performance [past 2 years] - choose a time frame (Look for any major public announcements) 2. Overtime financial performance [past 5 years] - choose a time frame

Q2) Peer group comparison/industry analysis [only choose 5 major competitors from the list for discussion]

Q3) Analyse the company’s/industry current issues and explain the impact of these issues on the company’s future earnings

1. At Macro Level

- general factors that apply for the industry (income, growth of the industry, govt. regulation etc.)

2. At Micro Level

- the company specific requirements (operation, level of debt, directions/goals, competition etc.)

RMIT University©2017 4

Part 1 (cont.)

Q4) Estimate the ROE of the company for last five years [for example; 2010-2015] using the DuPont ROE approach.

– DuPont Analysis can be done using either of the following steps - 3 steps: Profit Margin, Total Asset Turnover and Financial Leverage - 5 steps: In addition, Interest Expense rate and Tax Retention Ratio

Refer to chapter 4 or Topic 4 Lecture slides for formulas

– Compare the financial performances of the company with its peer groups • Choose 2 peer (competitor) companies for comparison

[Approximately 2500 words!]

RMIT University©2017 5

Part 2 – Valuation [15%]

Part 2 contains 2 questions:

Q1) Start your valuation analysis with the CAPM estimation

You need 3 variables to calculate the CAPM: – Estimate Beta (β): You can estimate beta by using regression analysis Or by manual

calculation  For both approach you need to use the stock price data of the company and ASX/S&P200 to estimate return for five years  Then follow the formula of beta estimation on topic 3 – Risk-Free Rate of Return: Take the 10 year Govt. bond yield rate as a proxy for RFR – Risk Premium: It is the difference between expected market return E(Rm) and RFR  We have provided E(Rm)= 9.610% [source: Bloomberg] Once you estimate the CAPM required rate of return denoted as E(Re) following the steps above, you can use this return (also known as cost of equity, ke) in the valuation model

Part 2 (cont.)

Q2) Estimate the valuation model using two different techniques to estimate the intrinsic value of the company discussed in topic 6 (chapter 6):

– Estimate dividend discount model or dividend valuation model (DDM) – Estimate free cash flow to equity model (FCFE)

 Dividend Valuation Model (DDM): Follow the formula discussed in chapter 6

- Use CAPM return

- Estimate the growth rate (g = Retention ratio x DuPont ROE)

- Use assumptions if necessary

- Forecast dividends (if applicable)

 Free Cash flow to Equity (FCFE): Follow the formula discussed in chapter 6

- Growth rate of FCFE (you can take changes in FCFE values over the past five years to predict the growth rate)

- Forecast FCFE (if applicable)

[Approximately 2000 words!]

RMIT University©2017

RMIT University©2017 7

Part 3 [5%]

Part 3 contains the evaluation of the value/price of the company

Write this part answering the following questions:

Why the intrinsic value (you estimated) of the company differs from the

current/recent share price?

 Why the value of the company differs across different valuation models?

 Which model is the most appropriate and why?

 And most importantly, what is your investment decision based on your evaluation?

[Approximately 1500 words!]

RMIT University©2017 8

• The report is to be presented in a form of a business report

• Reference

• No copy and paste

• Keep it short, but logical and concrete!!

Investment Assignment Executive Summary Part 1 [10%] Part 1 (cont.) Part 2 – Valuation [15%] Part 2 (cont.) Part 3 [5%] Last Notes

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Academic integrity

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There are rules in place to support students, educators and researchers uphold the academic integrity of RMIT.

• Understanding academic integrity

Academic integrity is ‘the expectation that teachers, students, researchers and all members of the academic community act with: honesty, trust, fairness, respect and responsibility. ’ 

In practical terms, it means developing, and submitting for assessment, your own academic work. Breaches of academic integrity include plagiarism, collusion, and contract cheating, which can attract serious consequences.

To be confident of maintaining your academic integrity, read each of the below four sections carefully and complete the recommended activities.

Resources and study support

Policies, rules and responsibilities, artificial intelligence (ai) tools, contract cheating services, academic integrity awareness credential.

We encourage all RMIT students to complete the Academic Integrity Awareness digital credential.

This is the best way to understand what academic integrity is, how to maintain it, your responsibilities, and how to protect yourself from accidental breaches.

From January 2023, all higher education students are required to complete the digital credential when starting their studies at RMIT University.

Already completed the credential?

To refresh your understanding of academic integrity, you can take the Acting with Academic Integrity online tutorial . 

RMIT Training student? You can also test your knowledge with this Academic Misconduct quiz . 

Popular study support resources

Our  study support  resources can help with academic integrity, assignment writing and lots more. They include:

• Referencing guides and tutorials
• One-on-one consultations with an academic skills advisor
• Live chat with an RMIT Librarian

RMIT Vietnam students:  Go to the  Library services  and  Student Academic Success  pages for study support and resources. 

RMIT Training students:  For help improving your study skills, ask the Academic Support team via  [email protected] .

TEQSA academic integrity resources

The Tertiary Education Quality and Standards Agency (TEQSA) is Australia’s independent national quality assurance and regulatory agency for higher education. TEQSA has developed the following resources for use by students, academics and teachers to promote understanding of academic integrity.

• Protecting academic integrity

RMIT’s Academic Integrity Policy  outlines the behaviours required in an academic community: acting with honesty, fairness, respect and responsibility. 

Academic misconduct and consequences

There may be serious consequences for breaches of academic integrity, including the  cancellation of results, suspension  or  expulsion. 

Breaches of academic integrity include:

• Plagiarism (presenting someone else’s work or ideas as your own).
• Significant failure to appropriately and accurately acknowledge the work of others, which includes the use of Artificial Intelligence algorithms.
• Failure to appropriately and accurately acknowledge one’s own work where original work has been reused from previous assessment tasks (also known as self-plagiarism).
• ‘Washing’, or the use of software services to disguise plagiarism.
• Submitting the work of another person or from an online study platform as one’s own, or undertaking an assessment task for another person (contract cheating or ghostwriting). 
• Collusion or unauthorised collaboration in the preparation or presentation of work.
• Falsification, fabrication, manipulation or misrepresentation of data or results.
• Attempting to gain unfair advantage in an invigilated assessment, breaching the rules for the conduct of invigilated assessment in a manner that defeats or compromises the purposes of the task.
• Behaviour that violates assessment instructions thereby defeating or compromising the purpose of the assessment.
• Unauthorised sharing of course materials and previously submitted assessment items including via online study platforms.
• Misuse or unauthorised use of technology or equipment.

To find out more about these breaches and what they mean, complete the Academic Integrity Awareness digital credential .

RMIT policies

The following University policies provide more information about academic integrity and conduct, including official definitions and your student responsibilities.

• Academic Integrity Policy
• Assessment and Assessment Flexibility Policy
• Student Conduct Policy

Real stories of plagiarism, collusion and contract cheating

These are real stories of RMIT students who were penalised for plagiarism, collusion and contract cheating. Their stories are anonymous, read by former or current student volunteers. 

Real Stories of Plagiarism

This is the story of a student, read by another student in a confessional tone, who was caught plagiarising for their assessment. This video describes the consequences for such breaches of academic integrity and offers students alternatives to cheating.

[Audio] For my assignment on business models, I used some of the slides from a lecture. I didn't see a

problem with this. The lecturer had uploaded the slides onto Canvas and made them available. The lecturer said they would be useful for this

particular assignment. So I took a few points from the slides and added these to my assignment. I

assumed this was OK, and I have to admit that I copied some of the text in the slides directly and

didn't bother to explain in my own words. It was hard to try to paraphrase something when it was

already explained so well in the slides. I couldn't think of a better way to say it. Anyway,

the lecturer noticed that and said I should have at least referenced her slides. The lecturer also

mentioned that other parts of my assignment were directly copied from a journal article. This was

picked up by Turnitin. I was surprised. I didn't think Turnitin would find that stuff and it just

finds any quotes anyway. So what's the point? Because of this, I ended up losing 20 percent of my marks and I

got a warning from my course coordinator. This warning stays on my academic record. They told me

this was an academic integrity breach and that if anything like this happened again, I could end up

with a more severe penalty under the student conduct policy. I remember a student saying that

if they stayed under a particular percentage of the Turnitin score, they wouldn't- it wouldn't

count as plagiarism. But unfortunately, it's still cheating. And it's unfortunate. You know, a lot of

students think the same. They do it a few times, and when they're actually caught, they realize how

much of a penalty it is and how so not worth it. You know, mainly because cheating is cheating.

There are a lot of resources available- there's library resources. And I'm pretty sure academics-

they're more than willing to support students with issues around plagiarism. It's always better to

learn as much as you can about student conduct, plagiarism, collusion and all that stuff. Once you

get the hang of things- how to reference- once you know how it all works, what counts is stealing

another person's ideas and what doesn't. That goes a long way because once you practice- once you're

in your third year, it just comes naturally. It's always good to be honest and submit what you can

on time. Better safe than sorry.

Real Stories of Collusion

This is the story of a student, read by another student in a confessional tone, who was caught colluding for their assessment. This video describes the consequences for such breaches of academic integrity and offers students alternatives to cheating.

[Audio] We had a assignment about microbiology, I had chosen bacteria for my topic. My friend Discord channel mentioned she was doing bacteria too. But she was a little bit confused about assignment questions. She sometimes struggles with English sentences and she has so much pressure from her parents to pass. Same as me. I said I could help her out and uploaded my assignment on Discord so she could check it out. Boy and girl, that's not a good idea. Later, I find out that she had copied some of my assignment. I knew it would happen- which I didn't think she was going to do. I was hoping that my assignment was just to help her understand the topic. The lecturer said it was clear that we all had colluded. I didn't even know what that meant. I thought I was just helping her out. I wasn't giving it to her to cheat. Because we all had colluded, we were reported to a senior officer and invited to student contact hearings. We both ended up with penalties where we failed the assessment. I know now that I shouldn't be uploading or sharing any of my assessments, as it is an academic integrity breach. I got some experience like someone after my assignments when I was an international student. It was from my close friends, but I didn't know what they are going to do with my assignments, so I might put myself into trouble so I didn't give it to them. But after a few days, I heard my friend said she got an email from the university and she got cheated because of repeating other people's assignment. It always happens in my country when I was a student because this is not something very serious. Or like, get to that serious level. But I know the importance of if you breach the integrity in Australian universities, it might be a big issue and make you into trouble. Someone told me that a student uploaded their assignment to check and was caught because the course coordinator always go to that site every thirty minutes. And will make a list of the student's names, who uploaded their assignments and those who accessed those assignments. If I were those students, I wouldn't upload any of my assessments to public channels.

Real Stories of Contract Cheating

This is the story of a student, read by another student in a confessional tone, who was caught using a contract cheating service. This video describes the consequences for such breaches of academic integrity and offers students alternatives to cheating.

[Audio] So, I was talking to a friend in the corridor after class, he'd asked me if I'd done the politics essay. I told him I hadn't yet, that I needed to do it.

Over the weekend. I was really stressed as I hadn't even managed to find references for it, and I had to work all weekend.

Then this other student pops into our convo and she says she'll do it for me. She said she'd done that assignment before and that it would be easy to do.

Even said she kept get me an HD. OK, sounds like a bit of a scam. I wondered what the catch was, and she laughed and said her time doesn't come for free.

She said if I paid her one hundred bucks, I'd coast in with a HD.

First I said, I don't get HD's so it might look a bit strange. And she goes, Yeah sure, I'll dumb it down a bit. I was a little miffed.

She said it would be fine. I would get good credit. I said, OK, we exchanged emails, I got her bank account details.

I submitted the assignment and I thought it was all OK but my course coordinator asked me to meet with them to talk about my assignment.

Oh dear, busted.

They asked me questions about academic integrity and my assignment. I couldn't answer the questions because I hadn't done the assignment.

At the end of the meeting, they let me know they were going to refer us to someone called a senior officer for consideration under the student conduct policy.

This is how you know it's getting real. I was going to really I was really scared and really wished I hadn't paid someone to do my assignment.

I also realized I didn't learn anything from that course, and I wonder how I'm going to progress my program. You're not. You're not. It's over.

Not too long after that, I was invited to a hearing with a senior officer. Not only did I fail the assignment, but I failed the course.

This has cost me a lot because I have to pay for the course again and it delays my graduation.

I mean, that kind of reminds me of a friend as well who was in a bit of a similar situation.

But they went to this like tutoring website. It seemed pretty legit. And then it kind of turned out to be a bit of a scam.

They kind of kept hassling them for money which is a big thing. So they ended up hearing about peer mentoring from RMIT.

They've got this app now called Viago and they're able to reach out to their peer mentor on Viago and just get all their questions answered.

It was so much more legit, totally business.

And some of the hearings I've been in a pretty intense, where like, they got adjourned for three months so the cyber security team go through people's emails like it's full on like Hillary Clinton business.

And then the students get in there and it's like it's - you can get through this if we like you, and if you don't lie to us.

And we've got the emails, we've got the WhatsApp messages, we've got everything. And they'll just go "I didn't do it".

Buddy, we see the confession. We see everything. Don't do this. But you come in and you lie and it's like, I can't help you.

You know, you're like - it's like the car is like, huddling towards the edge of the cliff at that point.

The cars in the air, the cliffs back there. Right? And I'm like throwing you a lifeline here so you can Indiana Jones it back to the cliff. Right?

And if you lie in a hearing, you're cutting the rope. Like, I can't help you at that point.

Artificial Intelligence (AI) and academic integrity

Artificial intelligence (AI) tools are likely to be an integral part of future life and work. RMIT is committed to preparing our students to know how to engage and work appropriately with AI. 

You may be guided by your educators to use AI tools in your learning, so that you can better understand possibilities and limitations and how they may be used ethically and appropriately in your future work.  

The use of AI tools in your studies will be guided by your program and course requirements. Inappropriate use of AI in your learning and assessment could result in a breach of academic integrity. It’s always best to check with your Program Manager or Program/Course Coordinators for more information.

RMIT may use tools to detect the use of artificial intelligence (AI) tools in assessments where AI tools are not permitted.

When is it okay to use AI tools in my studies?

• You are permitted to use AI tools like Val (RMIT's GenAI Chatbot) , ChatGPT, Midjourney and GrammarlyGO as a study aid to supplement your learning. For example, you may ask questions of an AI tool to help clarify your reading interpretation or to help confirm your understanding of a topic, noting however that AI responses can be out of date, biased, not always correct, or not to be relied upon.
• AI may or may not be permitted in coursework or assessments, depending on your course requirements. Check the information in the course guides and assessment task instructions to understand how AI tools can be used. If you’re unsure or if it’s not specified, ask your Program or Course Coordinator.
• Any ideas or outputs generated by AI must be referenced accurately in your academic work, otherwise it is considered plagiarism.  This means you must use citations crediting the tool/s where appropriate, as well as including it in your reference list – just like you would any other resource. See the Library's AI referencing guide for specific AI referencing information.
• You should always think critically about any content provided to you, whether from an AI tool or other sources. It’s important to remember that you should always verify the content provided by AI tools. You are advised to conduct further research beyond simply asking questions of an AI tool, generating computer code, or creating images and consult with your course materials, library resources, or educator if you don't understand something or require further assistance.

How not to use AI

Using AI in the following ways is a breach of Academic Integrity Policy and may have serious consequences:

• To complete or contribute to an assessment task when it has not been specifically allowed.
• To produce ideas that you don't reference and try to pass off as your own.

To help prove the authenticity and originality of your work, you should keep all draft versions  of your work to show how your assessments were developed. These can be requested at any time during your program. 

We want to support you to use AI tools legitimately and in a way that maintains your integrity and that of our academic community. If you have questions or if you are ever unsure, please speak with your Program or Course Coordinator. 

How to reference content generated by AI tools

RMIT Library has developed a guide to show you how to reference content generated by AI tools.

Contract cheating refers to the use of outsourced materials (ie assessments obtained from online sources, peers or ‘tutors’) submitted by students as their own work. The person submitting the work is being dishonest by representing it as their own. 

Commercial cheating services, which are now illegal in Australia, target RMIT students on and around campus, and online.

These services offer to provide answers or complete an assessment for you, sometimes asking for payment. If you use these services, it’s considered contract cheating and is a breach of the Academic Integrity Policy. There have also been examples of contract cheating services blackmailing Australian students.

For more information, please see the Tertiary Education Quality and Standards Agency (TEQSA) information on  identifying, avoiding and reporting illegal cheating services .

If you have any concerns or questions about contract cheating, please email [email protected] . 

Val GenAI Chatbot

Val is an RMIT supported, secure and free-to-use generative artificial intelligence tool that functions just like ChatGPT. Learn how to responsibly use Val to help with your study and learning.

Support services

Our support services are here to help you achieve your study and personal goals. If you're feeling stressed about study, we can help.

In Vietnam? Go here for support .

RMIT Student Union (RUSU)

RUSU offers free and confidential support for students who have been charged with academic misconduct.

Student conduct

If you'd like to talk to someone about academic integrity or misconduct, contact the Student Conduct Secretariat for a confidential discussion.

Email: [email protected]

Phone: +61 3 9925 8965

If you're an RMIT Vietnam student, contact: [email protected]

Acknowledgement of Country

RMIT University acknowledges the people of the Woi wurrung and Boon wurrung language groups of the eastern Kulin Nation on whose unceded lands we conduct the business of the University. RMIT University respectfully acknowledges their Ancestors and Elders, past and present. RMIT also acknowledges the Traditional Custodians and their Ancestors of the lands and waters across Australia where we conduct our business - Artwork 'Luwaytini' by Mark Cleaver, Palawa.

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CS231n: Deep Learning for Computer Vision

Stanford - spring 2023, course description, instructors.

Course Manager

Teaching Assistants

Course Logistics

• Lectures: Tuesday/Thursday 12:00-1:20PM Pacific Time at NVIDIA Auditorium .
• Lecture Videos: Will be posted on Canvas shortly after each lecture. These are unfortunately only accessible to enrolled Stanford students.
• Office Hours: We will be using Zoom for office hours. You can find a full list of times and locations on the calendar .
• Contact: Announcements and all course-related questions will happen on the Ed forum. For external enquiries, emergencies, or personal matters that you don't wish to put in a private post, you can email us at : [email protected] .

Prerequisites

• Proficiency in Python All class assignments will be in Python (and use numpy) (we provide a tutorial here for those who aren't as familiar with Python). If you have a lot of programming experience but in a different language (e.g. C/C++/Matlab/Javascript) you will probably be fine.
• College Calculus, Linear Algebra (e.g. MATH 19 or 41, MATH 51) You should be comfortable taking derivatives and understanding matrix vector operations and notation.
• Basic Probability and Statistics (e.g. CS 109 or other stats course) You should know basics of probabilities, gaussian distributions, mean, standard deviation, etc.

Assignments (45%)

See the Assignments page for details regarding assignments, late days and collaboration policies.

Midterm (20%)

Detailed information regarding the midterm will be made available as an announcement on Ed in the coming weeks.

Final Project (35%)

See the Project page for more details regarding the final course project.

Participation (3% extra credit)

We appreciate student participation in the class! We will be awarding, on a case-by-case basis, up to 3% in extra credit to the top Ed contributors based on the number of (meaningful) instructor-endorsed answers or other significant contributions that assist the teaching staff or other students in the course. The most helpful contributor will receive the greatest amount of extra credit, and other students with significant contributions will receive a percentage of that.

Regrade Requests

If you believe that the course staff made an objective error in grading, you may submit a regrade request on Gradescope within 3 days of the grade release. Your request should briefly summarize why the original grading was incorrect. Note that staff may regrade the entire submission, so it is possible for you to lose more points than you gain if a mistake was overlooked in the first time.

Late Policy

• All students have 4 free late days for the quarter.
• You may use up to 2 late days per assignment with no penalty.
• You may use late days for the assignments, project proposal, and project milestone.
• You may not use late days for the final project report.
• For example: you submit A1 one day late, submit A2 three days late, and submit A3 two days late. You receive no penalty for A1, and exhaust one of your free late days. For A2 the first two late days exhaust two of your free late days; the third day late incurs a 25% penalty. For A2 the first late day exhausts your final free late day; the second late day incurs a 25% penalty.
• For the project proposal and milestone, we will deduct late days from each group member independently.