Essays can provide a chance to excel in one area and underperform in others (eg. a strong original argument combined with weak use of sources) therefore a clear marking system should help keep students working in line with the expected outcomes. Some LSE departments have a feedback form which combines a standardised section (showing specific criteria and levels of attainment) with a free text area.
This assessment might disadvantage some students, including dyslexic students, those with English as an additional language, and those with limited prior essay experience. Consider how the assessment could be planned to minimise this, including using criteria which prioritise argument or analysis over fluency and structure. Consider sharing examples of essays from previous years (with permission) at different levels of achievement, and with some commentary on their strengths and weaknesses.
Some stages of an essay can be assessed themselves (e.g. annotated bibliographies, essay plans), to monitor student progress and encourage planning.
Essay questions are often devised in teams and with the scrutiny of external assessors. Colleagues can share possible interpretations of wording to expose ambiguity and briefly consider what a model answer for each question would include. This should help ensure that all questions give an equivalent chance to achieve and excel.
If students devise their own title, ensure as far as possible that it will allow the student to meet the marking criteria before authorising it.