The LSE Assessment and Feedback Toolkit supports LSE colleagues to make informed decisions about assessing and giving feedback on students’ learning. The guidance included within these pages supports the Assessment and Feedback Principles at LSE, a set of actionable principles which were reviewed and refreshed in 2024/25 to support LSE’s wider Assessment and Feedback Enhancement Programme.
Assessment and Feedback Principles at LSE
These principles reflect LSE’s unique educational context and distinctive mix of single and joint social science degree programmes, as well as strategic institutional priorities and broader sectoral, local and global contexts. They recognise the importance of designing assessment across a programme as well as the unique challenges where LSE students have significant freedom to create their own degree pathways.
Emphasis is placed on achieving consistency in assessment design across the institution while recognising the high value placed on student agency in selecting the courses they are most interested in, and on departmental autonomy in the design of curriculum. Developing curriculum coherence and understanding the impact of assessment and feedback across multiple courses are at the core of enhancing assessment.
The principles are actionable and invite engagement by balancing the imperatives of maintaining rigour and high academic standards, the primacy of disciplinary perspectives and academic programme ownership and the School’s response to the dynamic development of generative AI tools.
Embedding these principles will help in defining a more inclusive, supportive, and forward-thinking assessment environment to enable our students to excel on their programmes and achieve outstanding academic outcomes.
This set of 10 active principles are designed to enable Departments, programme directors and course convenors to advance assessment improvements.
AndF principles
|
|
LSE Assessment and Feedback Principles
|
|
1
|
Develop programme-focused assessment strategies that balance diversity and workload across student pathways.
|
|
2
|
Align assessments with intended learning outcomes to ensure validity.
|
|
3
|
Design assessments that cultivate research, professional skills and competencies for global citizenship.
|
|
4
|
Embed a sense of scholarly integrity and ethical responsibility towards assessment.
|
|
5
|
Implement inclusive assessments that recognise and support all student needs.
|
|
6
|
Connect formative and summative assessments to promote student development and achievement.
|
|
7
|
Plan timely and actionable feedback that students can apply to improve future learning.
|
|
8
|
Leverage technology to develop critical digital literacies and digitise assessment processes.
|
|
9
|
Communicate clearly to students the assessment tasks, guidelines and marking criteria.
|
|
10
|
Review and refine assessment practices regularly using robust data and evidence, working in partnership with students as appropriate.
|
Please contact your Eden Centre Departmental Advisers if you would like help implementing any of the approaches shown in this Toolkit.
Academics beyond LSE are welcome to use the Toolkit, which draws on good practice from research literature and across the sector.
The Toolkit can be used in a number of ways:
Next page in the Toolkit: Programme-level assessment environment
Back to Toolkit Main page