Academic Integrity Policy

1. Purpose and learner responsibilities

Assessment must reflect your own learning and the contribution actually made by each participant. Read the assessment brief, clarify permitted collaboration and assistance, acknowledge sources, and retain relevant drafts or working notes. Course-specific assessment rules and an awarding provider’s applicable rules must be made clear before the assessment.

Ask your tutor before submitting if you are unsure how to reference, collaborate or use a tool. Seeking clarification is part of responsible learning.

2. Practices that undermine assessment

Examples include presenting another person’s work or ideas without acknowledgement; purchasing or commissioning assessed work; impersonation; unauthorised collaboration; sharing restricted questions or answers; fabricating data, references or experience; and unauthorised assistance during an assessment.

Reusing your own previously assessed work without permission or required disclosure may also breach the assessment rules. The nature of the task, instructions given and available evidence must be considered when reviewing a concern.

3. AI and other assistance tools

The assessment instructions determine whether and how generative AI, translation, coding assistance or other tools may be used. Where use is permitted, disclose it in the required way, verify factual statements and references, and remain able to explain your work. Do not submit generated content as unaided personal work where that would misrepresent the assessment.

Do not upload confidential college, partner or student information to an external tool without authorisation. An approved accessibility adjustment or support tool should be considered under its agreed conditions, rather than automatically treated as misconduct.

4. Assessment security and technical issues

Keep account credentials and assessment access private and follow published examination conditions. If a connection failure, device problem or interruption affects an assessment, report it promptly with the time and a factual description. Do not attempt to bypass security controls.

Security logs or similarity indicators can inform a review. A technical event, similarity percentage or AI-detection indication alone is not a conclusive finding that a learner has cheated.

5. Fair investigation

A learner facing a concern should be told what is alleged and given a meaningful opportunity to understand the relevant evidence and respond. The reviewer will consider the assessment instructions, the learner’s explanation, relevant circumstances and the reliability of the evidence.

A person with an undisclosed conflict should not decide the case. A reasoned written outcome should explain the finding, any action and the route for review. Information is handled with appropriate confidentiality.

6. Proportionate outcomes

An outcome depends on the evidence, seriousness, intent where relevant, prior findings and applicable programme rules. It may involve no action, guidance on academic practice, corrective work, reassessment or a disciplinary measure authorised by those rules. Any effect on a mark, progression or certification must be stated clearly.

Serious outcomes must not be imposed through an unpublished automatic penalty. Learners retain applicable contractual and statutory rights.

7. Review and support

You may ask for a review where the procedure was unfair, material evidence was overlooked, a decision did not follow the stated rules or relevant new evidence is available. Send the decision reference and grounds to info@asas-college.com. The college will explain the review route and any applicable programme deadline.

Support may include clarification of citation, planning, use of feedback and agreed reasonable adjustments. The purpose is to protect the credibility of assessment while giving learners a fair opportunity to demonstrate their work.

Contact the college

For questions about this policy: info@asas-college.com

ASAS EXCELLENCE COLLEGE LTD · Company number 17318908

115 London Road, Morden, England, SM4 5HP