summative assessment

Experiential learning: learning away from the LSE

In this post Claire Gordon, Head of the Teaching and Learning Centre presents two fascinating examples of experiential learning from across the School…

After an intense exam period, and as we reach the end of another academic year, it seems like a good time to reconnect with processes of learning beyond the confines of the university and the growing range […]

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    Booking now open for the Education Symposium 2017: Putting assessment at the heart of the student experience

Booking now open for the Education Symposium 2017: Putting assessment at the heart of the student experience

The Educational Strategy Unit, Teaching and Learning Centre and LSE LIFE would like to welcome all colleagues and LSE PhD students to the Education Symposium 2017. The Symposium will take place on 10th May from 9.45-14.00 on the 8th Floor of the New Academic Building. Guests are welcome to attend the whole event, or any of the sessions outlined […]

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Assessment diversity at LSE

In this feature for week 2 of our mini-series inspired by LSE departments’ Assessment and Feedback Statements, Dr Claire Gordon reports on the School’s move towards greater diversity in assessment and shares some examples of it in practice

 

In recent years there has been encouragement at LSE for programme and course convenors to broaden out assessment practice at the master’s and undergraduate […]

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‘Inception’ reports, essay outlines and reflective writing: examples of formative assessment at LSE

For this first feature in our mini-series on assessment and feedback, based on LSE departments’ Assessment and Feedback Statements, academic developer Ellis Saxey explores the variety of formative assessment being practised in several departments and the benefits it can afford for summative assessment

The recent Assessment and Feedback Statements from LSE departments have made visible a great variety of formative assessment […]

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Resource of the week: principles of good formative assessment

This is the first of a mini-series of posts on assessment and feedback, inspired by the Assessment and Feedback Statements written by LSE’s academic departments last year. Over the next three weeks we’ll be focusing on three key themes that emerged from the statements – the relationship between summative and formative assessment, assessment diversity and feedback practices – with a resource […]

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