This page brings together the key resources, tools, and policies to support you in your academic journey at Metavision Institute. From assessment guidelines and referencing support to student forms, study assistance, and academic integrity – everything you need to stay informed, organised, and on track is right here.
Here, you’ll find essential information about assessments, academic expectations, and your rights and responsibilities as a student.
We encourage you to explore the policies, procedures, and tools available – they’re designed to guide your learning, uphold academic integrity, and help you thrive throughout your educational journey.
Students are expected to understand and respect the principles of academic integrity as members of the Metavision Institute scholarly community. Students must attach an assessment cover sheet to all assignments, with a signed declaration that the assignment is their own work.
Plagiarism is a form of academic dishonesty that involves claiming ownership of the ideas, words, or work of someone else, or using them without appropriate reference. Instances of student plagiarism will be addressed within the framework of the Academic Integrity Policy.
It is a requirement that students use the American Psychological Association (APA, 7th ed.) referencing style throughout this course. If you need support with referencing, please visit the APA website here and make use of their free online tutorials. You can also access online library resources on referencing and academic integrity.
In order to receive a pass grade for any unit, students must attempt all assessment tasks and achieve at least 50%. The final marks for the unit will be moderated according to the Student Assessment and Moderation Policy, and in some cases, there may be a variation in the final grade awarded to students.
Assessment within this unit is aligned with the Assessment and Moderation Policy. Assignments are aligned with the unit learning outcomes listed above and are designed to guide and improve the quality of student learning through the provision of feedback that is constructive, clear, informative and timely. This is accomplished by the use of formative and summative assessments. Formative assessment can be understood as “assessment that is specifically intended to generate feedback on performance to improve and accelerate learning” (Sadler, 1998 as cited in Nichol & McFarlane-Dick, 2006, p. 199). Summative assessments are intended to assess the overall quality of learning in the unit and provide students with the opportunity to perform at a higher level as a result of their learning during the unit.
Reference:
Nichol, D. J., & McFarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.
An assessment item submitted after the assessment due date, without an approved extension for mitigating circumstances, will be penalised. The standard penalty is the reduction of the mark allocated to the assessment item by 5% of the total mark for each business day that the item is late.
Students can apply for extensions to due dates on the Assignment Extension Form.
The following support services are available and accessible for all students as outlined in the Student Welfare and Disability Policy.
Academic study skills
Academic teaching staff and tutors provide students with the following support with their academic study:
English language assistance
Tutors provide students identified through formative assessment, or on request, with additional tutoring on the English language to assist them to succeed in their studies.
IT assistance
The office administration provides advice and support to students on how to access and navigate the learning management system.
Special consideration
Students experiencing circumstances that affect their ability to succeed in their studies, and are in need of support such as assignment extensions, are to complete the Special Consideration Application Form. The form is to be submitted as soon as possible after study performance has been affected. Students are also required to submit documentary evidence with the application, such as medical certificates or reports, a letter or report from a health practitioner, a support letter from an employer, a statement from a relevant authority, a jury duty summons, or a funeral notice. If the matter is serious and ongoing, students are to contact the Dean Higher Education who may recommend that the student defers their studies for a time.
Reasonable accommodation in assessment
Students with a disability who require reasonable accommodation in assessment tasks are to submit documentary evidence from their medical or health practitioner on their disability and likely impacts on study, and reasonable accommodation required, to the Dean. The Dean will decide on the reasonable accommodation to be provided.
Peer learning is central to the Metavision Institute. Students are organised into groups at their first intensive, and we encourage peer groups to maintain contact on a weekly basis to discuss their assignments, readings, research and share learning experiences.
Peer learning offers students support and allows them to formulate their own questions, discuss issues, explain their viewpoints, and engage in cooperative learning.
Study Assistants are available throughout intensives on a one-to-one basis and during classes. They are also available throughout the year to help with the home study program and any issues that may arise during the course. Students are encouraged to make use of this valuable resource.
In class handouts are frequently used to contextualise discussion and course content. This is an important way to bring wider discussion to the core content and help students understand the complex relationships at play in what we teach.
Metavision Institute values student feedback as an essential part of our commitment to continuous improvement. We use a range of tools to gather insights – including unit surveys and participation in the national Quality Indicators for Learning and Teaching (QILT) initiative.
QILT provides independent, government-endorsed data on student experiences and outcomes across Australian higher education institutions. Our involvement ensures we remain responsive to student needs while maintaining high standards in teaching, learning, and overall student support.
At Metavision Institute, we’re committed to providing a supportive, accessible, and enriching learning environment. Our evolving systems and resources are designed to empower you at every stage of your academic journey.
All courses are delivered through our learning management system, Sophia, where you can access course materials, submit assessments, engage in discussion forums, collaborate with peers, track your progress, and connect directly with your academic teaching team.
Each unit includes a dedicated online space in Sophia, where you’ll find readings, assessment details, and academic resources. Foundational support includes a writing skills webinar and access to a dedicated study support site. Additional guidance is available through one-on-one and group consultations with lecturers, Course Coordinators, and our Student Liaison Officer.
In-person intensives are held at the Griffith University EcoCentre and a Brisbane CBD-based location, offering welcoming, well-equipped spaces that support immersive and collaborative learning experiences.
Students have access to a small physical library at our Brisbane site, as well as extensive online resources through Sophia and the ProQuest research database.
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Metavision Institute is deeply grateful to the traditional custodians for their continuous custodianship and care of this unceded land and, specifically, Turrbal Country on which we live and work.
Read more about our Reconciliation Action Plan
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