GENERAL ASSESSMENT PRINCIPLES
Assessment of all elements of these courses should operate in compliance with the LSHTM Assessment Code of Practice, a number of key points from which have been incorporated or reiterated in the specific principles and rules detailed below.
Grading scales and criteria
LSHTM (the School) uses a standard assessment system, marking against six integer grade points (GPs) on a scale from 0 to 5. Grades 2 and above are pass grades, whilst grades below 2 are fail grades. Table 1 (overleaf) outlines the standard descriptors which describe the level of work required to attain each grade.
Staff setting individual assessments should set more detailed criteria ('marking schemes') for placing students in each grade category, which must be adhered to by marking staff. The descriptors in Table 1 are intended as a general reference point to ensure consistency, but more specific requirements will differ from assessment to assessment.
All summative assessed work will be double-marked and any discrepancies between markers resolved before a grade is agreed. Pairs of markers must agree any grades which are formally reported to students.
Principles for combining grades
Where an assessment has a number of elements which are individually double-marked to agree an integer grade, these element grades may be averaged together (according to a weighting set out in the marking scheme) to generate a grade point average (GPA). Calculations and record-keeping systems should mathematically combine and bring forward data without rounding where possible; results should be reported to students (and if necessary, rounded) to two decimal places.
Award components and elements
The major components of each course or award are modules. Some courses offer additional types of assessed component, namely projects, integrating reports or qualifying exams.
Award components may in turn be split into different elements - for example, an 'assessed assignment' element and an 'examination' element for a particular module.
Table 1: Standard descriptors for each grade
|Grade point||Descriptor||Typical work should include evidence of...|
Excellent engagement with the topic, excellent depth of understanding and insight, excellent argument and analysis. Generally, this work will be 'distinction standard'.
NB that excellent work does not have to be 'outstanding' or exceptional by comparison with other students; these grades should not be capped to a limited number of students per class or cohort. Nor should such work be expected to be 100% perfect - some minor inaccuracies or omissions may be permissible.
Very good engagement with the topic, very good depth of understanding and insight, very good argument and analysis. This work may be 'borderline distinction standard'.
Note that very good work may have some inaccuracies or omissions but not enough to question the understanding of the subject matter.
|3||Good||Good (but not necessarily comprehensive) engagement with the topic, clear understanding and insight, reasonable argument and analysis, but may have inaccuracies or omissions.|
|2||Satisfactory||Adequate evidence of engagement with the topic but some gaps in understanding or insight, routine argument and analysis, and may have inaccuracies or omissions.|
|1||Unsatisfactory / poor (fail)||Inadequate engagement with the topic, gaps in understanding, poor argument and analysis.|
|0||Very poor (fail)||Poor engagement with the topic, limited understanding, very poor argument and analysis.|
|0||Not submitted (null)||Null mark may be given where work has not been submitted, or is in serious breach of assessment criteria/regulations.|