External examiner reports

External Examiner A

In my view, the structure, organisation, design and marking of the assessments enable the students to cultivate, enhance and have tested a significant range of learning skills. Taken as whole, the programme structures appear to be well organised and logical offering a diversity of research and topical expertise to students. There is a good balance between substantive knowledge orientation, development of conceptual and analytical thinking skills and research methods training. The modules are well organised and set ambitious aims with respect to learning objectives and the fact that most students can meet these high standards gives credit to the staff engagement and quality of teaching staff members provide to support learning outcomes.

The programme offers plenty of choice to students to develop their critical analysis and show case their learning and understanding of bringing changes to contemporary policy issues. Additionally, the programme is to be commended for its wide range of assessment methods, with practically every module requiring students to do more than simply write an essay. Reflective journals, group tasks, blogs, visual data analysis, reports and presentations are in evidence – this variety of assessments offer students the opportunity to develop their verbal and written skills. The provision of feedback has been constructive in identifying key strengths and weakness. Marking was fair and consistent across all modules I reviewed. Double marking is a time-consuming practice that not many HE institutions are able to deliver – in the case of the modules I reviewed, it was clear that each script or presentation was discussed with final marks and comments reflecting these discussions.

The course syllabuses are up to date and learning resources used are appropriate and highly relevant to the themes covered in the modules and programmes. The quality of the teaching is strong this is evident in the range of marks awarded. At the top end, the assignments display strong analytical skills and in-depth understanding of, what is often, complex and/or contemporary issues. The assignments enable students to develop their own ability to critically evaluate evidence and synthesise existing approaches to advance arguments. Most of the students can display a clear grasp of the relevant theories, analytical approaches including a range of research methods and skills to analyse social and public policy issues. The latter suggests that the level of teaching quality, but also personal support offered as part of the programmes (and the modules taught) enable students (regardless of personal conditions) to meet the learning objective and develop sufficient skills to progress.

I also need to highlight that many of the topics examined indicate an actual engagement with critical analysis and what has recently emerged in HE as an attempt of ‘decolonising’ the curriculum. I appreciate that for some modules, this is easier done than others, but the diversity of assignment tasks and topics I reviewed, suggest that the modules encourage students to be critical of historical and contemporary power structures. 

As a final suggestion, some of the self-reflective and group-working assignments ought to be formally recognised in the learning aims and outcomes of their respective modules.

External Examiner B

I am very impressed by the content of the programmes and related courses I have reviewed. Taken together I think they allow students to address the study of social and public policy in a way that is analytical, international/comparative and engaged with the issues both at the core of social policy as traditionally defined in the UK and on the new frontiers of the discipline.

The courses are very well designed, leading to a rich and varied programme of study overall. In view of the quality of student attainment, I infer that the teaching is of a very high standard.

Students are already given many opportunities for skill development through the formative and summative assessments. I have suggested that the introduction of additional components of summative assessment on some courses might enhance this further, as may the consideration at programme level of the scope for introduction in some courses of additional modes/forms of assessment (statistical exercises, book reviews, policy briefs, analytical notes..) that support the development of particular skills.

The standard of the assessed work I was sent to review was very high. Students on these degrees are routinely producing work that is excellent, and in many cases work that is outstanding. The dissertations in particular showcased how students coming to the end of this programme are able to engage in complex theoretical debates and undertake well-conceived original research.

External Examiner A

LSE students on the courses I cover can feel confident not only that their academics are leading researchers, but that they are also dedicated to doing well in teaching and in the promotion of skills and knowledge. There is a good range of topic coverage across the main components of the ‘welfare state’, and internationally as well as the UK. Indeed, I would say that the comparative content, and content relating to other countries, is a strong and distinctive feature of the programme. Such coverage is often more limited in smaller social policy staff groups found in most other UK universities.

Under covid, the granting of various flexibilities around deadlines was naturally made more readily available. There may need to be a process of adjusting to post-Covid (when/if were are there) to more ‘normal’ expectations around set times, with flexibility being more often the exception. This applies to just about all universities of course.

Something for the students and staff to consider, is the use of remote or take-home assessments (24hr deadline, etc.). These added a new dimension to assessment which, whilst driven by Covid, may still have a place in more normal times.

I did not think that attainment was affected by the pandemic, with similar or better standards generally found.

External Examiner B

This is my final year as External Examiner for the department. Over the period I have engaged, I can happily say that I have been consistently impressed by the quality of the student’s work – especially under the very trying conditions of COVID-19. I would also like to convey to the students a clear message that, in my opinion, their teachers (and the admin staff in the department) are doing a tremendous job both in terms of the courses they are designing and delivering; but also in terms of the ‘behind the scenes’ work which is required to ensure marking and assessment is performed to the highest quality. 

External Examiner A

Under very difficult circumstances, I felt that the Social Policy students I had the privilege to examine performed extremely well. They richly deserve to study at one of the leading centres for social policy in the world. Students may not be aware of the huge amount of work which markers put into their assessment and, especially, the notes and justifications of marks which I get to see. Yet again, it was a real pleasure to act as external examiner. 

External Examiner B

Content coming soon

External Examiner A

I was extremely impressed by the overall quality of the work submitted this year. This cements the view in my mind that the LSE is fortunate enough to have some of the very best social policy students in the country. It is apparent that the quality and appropriateness of the teaching is high as this is reflected in the quality of the work. As more and more alternative modes of assessment are considered, I would suggest that the Department might consider moving away from a ‘final written exam’ modality, and explore other more innovative means of assessment which may reflect a broader suite of student skills.

External Examiner B

LSE students on the courses I cover can feel confident not only that their academics are leading researchers, but that they are also dedicated to doing well in teaching and in the promotion of student learning.

The quantitative standards, for students using such methods (such as on dissertations) are well above those at most institutions, and provide a good foundation both for later employment – where such skills are respected – and for postgraduate research and study in the social sciences.

There is a good range of topic coverage across the main components of the ‘welfare state’, and internationally as well as the UK. Such coverage is often more limited in smaller social policy staff groups.

External Examiner

The MSc covers the major areas of criminal justice policy and plays to the research strengths of the team. It has a distinctive identity, which enables students to produce work of considerable flair and imagination. I continue to be impressed by the constructive feedback the team provides across the board, and there was a strong sense of student progression over the year. This is borne out by the very high standards of scholarship on display in the dissertation, some of which were outstanding pieces of work. I would also add that all this material was produced amid a global pandemic, so the students will have faced many difficulties – not least accessing sources, finding spaces to write etc – which makes the standards achieved here all the more impressive.

External Examiner

The MSc covers the major areas of criminal justice policy and plays to the research strengths of the team. It has a distinctive identity, which enables students to produce work of real flair and imagination. I continue to be impressed by the constructive feedback the team provides across the board, and I gained a strong sense of student progression over the year. This is borne out by the very high standards of scholarship on display in the dissertation, some of which were very ambitious indeed. I would also add that all these dissertations were produced amid a global pandemic, so the students will have faced many difficulties – not least accessing sources, finding spaces to write etc – which makes the standards achieved here all the more remarkable.  

External Examiner

This is a wide ranging MSc and students study topics in considerable depth. The programme covers the major areas of criminal justice policy and plays to the research strengths of the team. It has a clear identity and the work produced by students was a pleasure to read. Of course, the quality of teaching can only be assessed indirectly as an External, but I have been impressed by the constructive feedback the team provides across the board, and I certainly felt a strong sense of student progression over the year. This is borne out by the very high standards of scholarship on display in the dissertation, some of which were very ambitious and undertaken with real flair

External Examiner A

It is clear from the course and programme design, assessments and the active engagement of staff within the Exam Board that this is a Department that cares deeply about its quality of teaching and the wellbeing and progress of its students. The degree programme is world-beating and the range of courses on offer is exceptional. The assessment methods are appropriate, robust and allow students to apply their skills and knowledge. Students respond to this positive learning environment by creating work that is of the very highest standard.

External Examiner B

The ISPP programme is of a very high quality. The quality of teaching on it, coupled with the abilities and commitment of the students themselves, is reflected in high standards of student work. The overwhelming majority of students evidence their ability to achieve the minimum standards expected (i.e. pass). A significant minority of the year’s cohort performed at a level that can only be described as outstanding. In particular, the dissertation aspect of the programme’s assessment enables many of the students each year to produce work capable of publication in professional journals. This is a fantastic achievement.

The upper end of the marking scale is now being used more frequently. More dissertations are scoring more than 80%, which is good to see given the quality of the student work. This results in a clearer demarcation among the top performing group. The department will need to keep a close eye on consistency of use of the full marking scale between modules of the ISPP programme.   

The methods of assessment within the teaching programme are suitably diverse and fit for purpose. Marking standards are consistently and fairly applied in practice. The culture of the department is strongly supportive of students, and staff fully understand the difficulties that their students face during their studies.

The Exam Board recognises the importance of timely, quality feedback to all students on all their assignments so that students are best positioned to know how their academic performance is judged and how they can improve their marks. I encourage all students to carefully read marker feedback on their assignments, to act on the feedback and advice given to them. Module convenors and tutors would, I am sure, be happy to discuss with students how to further improve the quality of their work and thus also their module marks. 

I am satisfied that the department’s policy of ‘no disadvantage’ introduced in the context of the Covid pandemic has been consistently and fairly applied. There is also consistency with the interpretation and application of the rule with the previous year (2019/2020 cohort). 

External Examiner A

The units I examined reflected a broad range of choice within the programme and the work undertaken by students is of a very high standard. A highlight for me was examining the dissertations which focused on a range of engaging, topical and important subjects. The teaching on the units is theoretically and empirically rich and, judging by the standard of the work, sufficiently stretching for students. Unit design and teaching is excellent and clearly allows students to make good progress and demonstrate excellent writing/critical analysis skills.

External Examiner B

This social policy Masters programme focuses on key issues of contemporary relevance in the UK and internationally. The quality and appropriateness of teaching on this Masters programme is reflected in high standards of student work. The overwhelming majority of students evidence their ability to achieve the minimum standards expected, and small but significant proportion of each year’s cohort demonstrate excellent learning through the outstanding quality of work they submit.  

The methods of assessment within the teaching programme are suitably diverse and fit for purpose. Marking standards are consistently and fairly applied in practice.

The dissertation aspect of the programme’s assessment enables many of the students each year to produce work capable of publication. This is a fantastic achievement, to the credit of all those participating in the programme.

The Exam Board recognises the importance of timely, quality feedback to all students on all their assignments so that students are best positioned to know how their academic performance is judged and how they can improve their marks. I strongly endorse the efforts of the department to encourage all students to carefully read marker feedback on their assignments, to act on the feedback and advice given to them, and to discuss with the module convenor or their tutor how they can further improve the quality of their work and thus also their marks. 

The full range of marks on the marking scale, especially at the upper end, is starting to be better used. More dissertations are scoring more than 80% and some at 90%, which is good to see. This means that a clearer distinction is being made within the top performing group. It does not necessarily mean an overall greater number of student dissertations are being classified as Distinctions.

I am satisfied that the department’s policy of ‘no disadvantage’ introduced in the context of the Covid pandemic has been consistently fairly applied, and that this policy has in practice benefitted many students. 

External Examiner A

As one of the external examiners for this programme, I looked at half of the units and work carried out for these units. The units I examined reflected a broad range of choice within the programme and the work undertaken by students is of a high standard. A highlight for me was examining the dissertations which focused on a range of engaging, topical and important subjects. The teaching on the units is theoretically and empirically rich and, judging by the standard of the work, sufficiently stretching for students. 

External Examiner B

The Masters programme in International Social and Public Policy is well-designed with a wide range of choice for students to pursue their own interests and demonstrate their learning. The high quality of teaching standards on this Masters programme is reflected in the high quality of student work and performance. The large number of Merits and Distinctions is justified, and the overwhelming majority of students evidence their ability to achieve the minimum standards expected for the award of a Masters degree on this Programme. Methods of assessment are suitably diverse, purposeful and oriented towards testing students’ subject knowledge and understanding, critical thinking and problem-solving skills. The Dissertation enables many students to produce outstanding work, the best of which is capable of being published. The range of marks achieved across the cohort is generally as expected, with Social Policy (Research) dissertations scoring exceptionally well.

The Exam Board recognises the importance of timely, quality feedback to all students on all their assignments so that students are best positioned to know how their academic performance is judged and how they can improve their marks. All students are strongly encouraged to read feedback on their assignments in order to learn how they can improve their performance and marks in future.