Assessment enhancement

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In support of the School’s focus on programme and course-level assessment design, we are running a series of workshops and events that explore different aspects of assessment design such as formative and summative assessment, assessment streamlining, academic integrity, feedback, and group assessment. The first three sessions in this series are listed below with others soon to be added, so watch this space. 

Academic integrity: what you and your students can do

The workshop will investigate how staff who teach can support their students in developing an understanding of academic integrity, and avoiding misconduct. This will include:  

Facilitator sharing current perspectives and information on: 

  • concerns in misconduct 
  • approaches in developing student understanding of integrity and good practice
  • LSE policies (including Turnitin, online proctoring) 
  • LSE resources and opportunities to support students 
  • Participants will contribute to initial sharing examples of common problems relating to academic integrity (e.g. student misconceptions, patterns in poor referencing or source use, unauthorised collaboration)  
  • Through the course of the workshop, participants will create a plan of activities and communications, to build students’ understanding of integrity in relation to their specific courses and assessments. 


Wednesday 26 October (10-11am), please sign up here.

Wednesday 15 February (11am-12pm), please sign up here.

Wednesday 10 May (1-2pm), please sign up here.

Rethink the links between formative and summative assessment

Striking the right balance between formative and summative assessment on a course can be tricky. This can become more of a challenge when one has to consider assessment overload, diversification, and transparency. In this hour-long workshop, we will explore the more popular forms of assessment - examsessays etc. and identify how to formulate an assessment strategy that builds on the capacity of formative and summative assessment to promote learning. During the workshop, we will:

  • Use formative assessment tasks to elicit learning evidence that helps teachers and students find out where students are in their learning
  • Interpret learning evidence against learning objectives and criteria, so that objectives and criteria are better clarified, shared, and understood

In small groups, we will collectively devise solutions to real-life assessment contexts. This will enable workshop participants to relate the principles, challenges, trade-offs, and perspectives to their own practice.


Thursday 1 December (12-1.30pm), please sign up here.

Giving effective feedback: what do we mean by it?

This workshop is intended for staff who teach students and are required to provide feedback, either new to the feedback process or experienced who wish to review their ways of providing feedback. By the end of this workshop, participants will be able to:  

  • Critically assess the effectiveness of different modes of feedback (e.g. informal, formal, formative etc.); 
  • Understand student expectations from feedback;  
  • Explore the various ways for giving feedback and list potential educational benefits to using technology for providing feedback;  
  • Engage in discussions about marking criteria and standards in relation to feedback; 
  • Explore ways of encouraging students to engage and make use of their feedback; and  
  • Develop awareness of LSE’s Academic code particularly around feedback.  


Friday 18 November (12-1.30pm), please sign up here.

Monday 27 February (11am-12.30pm), please sign up here.

Thursday 18 May (10.30am-12pm), please sign up here.

Programme-level approaches to assessment

In the first of the Assessment Dialogues Roundtables, three programme directors share and reflect on how they have taken a programme-level approach to the design of assessment on their programmes.Catherine Allerton – Professor, Head of Department, Department of Anthropology, LSE Bradley Franks – Professorial Lecturer, Deputy Head of Department for Teaching Department of Psychological and Behavioural ScienceDimitra Petropoulou – Professorial Lecturer,  Deputy Head of Department (Education), Department of EconomicsChair: Claire Gordon – Director, Eden Centre of Education Enhancement, LSE 

Across the higher education sector in the UK, programme teams are exploring programme-level approaches to the review, design and development of programmes moving beyond a focus on individual course-level design and delivery. Research suggests that moving away from a siloed approach to programme design may enable our students to experience a more coherent progressive learning journey during their time at university including a more streamlined, integrated assessment experience.

At this first in a new series of Eden Assessment Dialogues, three academics across the School who have been leading on the (re-)design and delivery of undergraduate programmes will discuss the approaches they have taken and reflect on this experience. 

Tuesday 6 December (2.15.-3.30pm), please sign up here

For the full Atlas programme, please click here.