Generic Assessment Criteria

The London College for Professionals (LCFP) has established a comprehensive Assessment Criteria Framework for Levels 3 to 7, tailored to assess student achievements throughout their academic journey in alignment with the Quality Assurance Agency (QAA) and the Regulated Qualifications Framework (RQF) guidelines in the UK. This framework ensures the assessment process is conducted with integrity, fairness, and transparency across diverse academic disciplines. While the criteria serve as a universal standard, they are designed to be adaptable, allowing educators to tailor them to specific subjects or assessments as needed.

Objectives of the LCFP framework include:

  • Defining clear performance benchmarks students must meet at each classification level before submission.
  • Offering a clear benchmark to evaluate student performance, facilitating the identification of areas for improvement.
  • Mapping out the expected skill development and progression students should exhibit throughout their educational journey.
  • Providing a steadfast and equitable foundation for making evaluation decisions.

The assessment criteria encompass five key learning domains:

  1. Engagement with scholarly literature.
  2. Knowledge and understanding.
  3. Cognitive and intellectual processing.
  4. Practical application of skills.
  5. Life and professional transferable skills.

These domains are linked to established academic performance bands (e.g., First Class, Upper Second-Class (2.1), Lower Second-Class (2.2), Pass, Merit, Distinction) to clarify the expected skill level within each domain for the respective performance band.

Application of the criteria involves a thorough evaluation of students’ work against these established benchmarks to ascertain the level attained. Faculty members are encouraged to actively engage with these criteria, marking the extent of achievement demonstrated in the students’ submissions. This approach assists in accurately identifying the most suitable classification band for each student, employing the ‘best fit’ strategy to assess how closely a student’s work aligns with the expected criteria across different bands.

It is crucial to note that while certain assessments may emphasize specific skill domains, not all domains need to be demonstrated in each assessment to award marks in that band. By the conclusion of their educational level, however, students are expected to have demonstrated competence across all skill areas. Faculty members are advised to utilize the full spectrum of the grading scale, basing final grades on the comprehensive assessment criteria and their professional judgment. Where necessary, additional criteria may be introduced to comply with specific requirements of professional bodies or unique program demands.

Level 3

Level 3 is structured to ready students for higher education. By its completion, students are anticipated to have gained the foundational skills, knowledge, and understanding required to progress to a Level 4 higher education program. They should be capable of identifying and employing pertinent knowledge, methodologies, and skills to fulfill tasks and tackle problems, which, despite being clearly defined, possess a certain degree of complexity. This level emphasizes the importance of students taking charge of initiating and completing various tasks and processes, making independent decisions and judgments within a set framework. Additionally, it aims to cultivate an appreciation for diverse viewpoints and methods within their field of study or professional practice.

For the London College for Professionals (LCFP), I’ll structure the Level 3 Generic Assessment Criteria into a simplified table format for clarity and easy reference. This format will help both students and faculty quickly understand the expectations at Level 3, covering engagement with literature, knowledge and understanding, cognitive and intellectual skills, practical skills, and transferable skills for life and professional practice across the range from Fail to Exceptional Distinction.

Criteria

Fail (0-29%)

Marginal Fail (30-39%)

Satisfactory (Pass) (40-49%)

Good (Pass) (50-59%)

Very Good (Merit) (60-69%)

Excellent (Distinction) (70-84%)

Exceptional (Distinction) (85-100%)

Engagement with Literature

Limited evidence of reading. Very poor use of referencing.

Poor engagement with literature. Inconsistent use of referencing.

Evidence of reading largely from class contact. Some referencing inaccuracies.

Engagement with appropriate range of reading. Minor referencing inaccuracies.

Wide range of relevant reading. No referencing inaccuracies.

Critical engagement with a wide range of reading. Accurate referencing.

Exceptional critical engagement with a very wide range of reading. Accurate referencing.

Knowledge and Understanding

Weak and flawed knowledge of basic concepts.

Limited understanding of basic concepts.

Factual approach showing understanding of basic concepts. Prepared for Level 4.

Good understanding of basic concepts. Largely prepared for Level 4.

Solid understanding of basic concepts. Well prepared for Level 4.

Detailed understanding of basic concepts. Highly prepared for Level 4.

Very detailed understanding of basic concepts. Most highly prepared for Level 4.

Cognitive and Intellectual Skills

Very weak interpretation and evaluation. Fails to develop an argument.

Weak interpretation and evaluation. Develops a weak argument.

Limited but adequate interpretation and evaluation. Some attempt to develop an argument.

Good interpretation and evaluation. Mostly logical argument.

Very good interpretation and evaluation. Mostly coherent and logical argument.

Excellent interpretation and evaluation. Very coherent, logical argument.

Highly critical and evaluative approach. Most coherent argument.

Practical Skills

No evidence of ability to relate theory to practice. Very weak skills.

Little evidence of ability to relate theory to practice. Weak skills.

Limited understanding of the application of knowledge in practice.

Reasonable attempt to apply theory in practical contexts.

Good application of theory to practical contexts. Very good use of tools.

Excellent application of theory to practice. Good links between theory and practice.

Exceptional links between theory and practice. Exceptional solutions to problems.

Transferable Skills for Life and Professional Practice

Poorly structured, disorganised work. Markedly poor use of language.

Weak, disjointed structure. Serious or extensive spelling and grammatical mistakes.

Mostly ordered presentation and structure. Some spelling / grammatical mistakes.

Mostly coherent and organised work. Minor mistakes in work.

Coherent, organised and logical structure. Very clearly expressed ideas.

Very well-organised work. Ideas fluently expressed.

Exceptionally well-organised work. High level of fluency of expression.

This table format encapsulates the essential aspects of the Level 3 Generic Assessment Criteria for LCFP, offering a clear and structured overview of the expectations for students’ performance across various categories.

 

 

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Level 4

By the end of Level 4, in alignment with the Framework for Higher Education Qualifications, students are expected to show a solid grasp of their subject’s foundational concepts and principles, alongside the capability to assess and interpret these within their study domain. They should be proficient in presenting, evaluating, and interpreting both qualitative and quantitative data, enabling them to construct arguments and make informed decisions based on the core theories and concepts of their subjects.

Students will have acquired the skill to critically assess various problem-solving strategies and will be adept at conveying the outcomes of their academic or professional endeavors with precision, clarity, and well-structured reasoning. They will be prepared for further education, capable of enhancing their competencies within a well-organized setting, equipped with the necessary attributes and adaptable skills for roles that demand a degree of personal accountability.

 

Here’s the Level 4 Generic Assessment Criteria tailored for the London College for Professionals (LCFP), structured in a clear and concise table format for ease of understanding and application:

Criteria

Fail (0-29%)

Marginal Fail (30-39%)

Satisfactory (Pass) (40-49%)

Good (Pass) (50-59%)

Very Good (Merit) (60-69%)

Excellent (Distinction) (70-84%)

Exceptional (Distinction) (85-100%)

Engagement with Literature

Little to no evidence of reading. Incoherent use of referencing.

Poor engagement with essential readings. Weak use of referencing.

Limited range of relevant sources. Some referencing errors.

Appropriate range of literature. Minor referencing errors.

Wide range of literature. Sound referencing.

Extensive range of relevant literature. Accurate referencing.

Exceptional range of literature. High-level referencing skills.

Knowledge and Understanding

Major gaps in knowledge. Substantial inaccuracies.

Flawed understanding. Significant inaccuracies.

Limited but adequate knowledge and understanding.

Accurate basic knowledge and understanding.

Competent and consistent understanding.

Detailed knowledge and understanding.

Exceptional and detailed knowledge and understanding.

Cognitive and Intellectual Skills

Wholly descriptive with little to no evaluation. Illogical arguments.

Superficial critical evaluation. Weak development of arguments.

Some critical evaluation and argument development.

Good evaluation of concepts. Mostly valid arguments.

Sound evaluation and argumentation. Accurate data interpretation.

Excellent critical evaluation and insightful arguments.

Outstanding critical evaluation and nuanced judgments.

Practical Skills

Limited or no application of basic methods or techniques. Weak problem-solving.

Rudimentary application without competence. Weak problem-solving in contexts.

Adequate application of methods and techniques. Basic problem-solving.

Good application and problem-solving in particular contexts.

Very good application and appropriate problem-solving.

Advanced application and insightful problem-solving.

Exceptional application and sophisticated problem-solving.

Transferable Skills for Life and Professional Practice

Poorly structured and disorganised work. Very weak communication skills.

Disjointed presentation and weak language use. Limited teamwork skills.

Mostly ordered presentation. Adequate communication. Basic teamwork.

Coherent and organised work. Clear contribution to teamwork.

Fluent and well-structured work. Effective teamwork.

Professionally presented work. Excellent team contribution.

Exceptionally well-organised and fluent presentation. Exceptional teamwork and leadership skills.

This table represents a comprehensive overview of the expected outcomes for Level 4 students at LCFP, clearly defining the progression from failing to exceptional performance across different criteria critical for academic and professional development.

 

 

 

Level 5

Upon completing Level 5, as outlined by the Framework for Higher Education Qualifications, students are expected to exhibit a robust understanding and critical insight into the established concepts and principles of their study area, including the evolution of these principles. They will have expanded the application of these concepts and principles beyond their initial academic context, applying them in professional settings as relevant. Students will be familiar with the primary research methods of their field, capable of critically assessing various problem-solving strategies. They will understand the boundaries of their knowledge and how this awareness shapes their analytical and interpretative efforts.

Students will be proficient in employing a suite of standard techniques for critical analysis and problem-solving, ready to suggest solutions based on their analyses. They are expected to communicate effectively, sharing information, arguments, and analyses with both experts and laypeople, utilizing essential disciplinary techniques. The ability to pursue additional training, refine current skills, and gain new abilities will position them to take on considerable roles within organizations. Ultimately, they will possess the essential qualities and skills for positions that demand personal initiative and the capacity to make decisions independently.

 

Here’s the Level 5 Generic Assessment Criteria tailored for the London College for Professionals (LCFP), structured in a clear and concise table format for ease of understanding and application:

Criteria

Fail (0-29%)

Marginal Fail (30-39%)

Satisfactory (Pass) (40-49%)

Good (Pass) (50-59%)

Very Good (Merit) (60-69%)

Excellent (Distinction) (70-84%)

Exceptional (Distinction) (85-100%)

Engagement with Literature

Little evidence of engagement. Poor referencing.

Basic engagement with course materials. Inconsistent referencing.

Adequate engagement with a range of sources. Some errors in referencing.

Good engagement with wider reading. Minor inaccuracies in referencing.

Broad engagement with literature. Accurate referencing.

Extensive engagement with relevant literature. Precise referencing.

Exceptional engagement with a wide range of literature. Mastery in referencing.

Knowledge and Understanding

Major gaps in knowledge. Substantial inaccuracies.

Superficial understanding with significant inaccuracies.

Adequate understanding of key concepts. Some gaps.

Good, accurate understanding of the subject with minor gaps.

Very good breadth and depth of understanding.

Excellent, detailed understanding of the subject.

Exceptional and comprehensive understanding. May exceed established theories.

Cognitive and Intellectual Skills

Lacks critical analysis. Incoherent arguments.

Limited critical analysis. Weak development of arguments.

Some evidence of critical thinking and analysis. Developing arguments.

Good critical analysis and argument development.

Very good critical evaluation and synthesis. Logical arguments.

Excellent analysis and critique. Strong, evidence-based arguments.

Outstanding critical insight. Exceptional, persuasive arguments.

Practical Skills

Ineffective use of methods or techniques. Poor problem-solving.

Limited application of techniques. Basic problem-solving.

Adequate application of knowledge to practical problems.

Good application of techniques to solve problems.

Very good practical application and problem-solving.

Excellent practical skills and innovative problem-solving.

Exceptional practical application. Sophisticated problem-solving.

Transferable Skills for Life and Professional Practice

Poorly organized. Weak communication skills.

Limited effectiveness in communication and teamwork.

Adequate communication skills. Capable of teamwork.

Good communication and effective teamwork.

Very good communication skills. Proactive in teamwork.

Excellent professional communication and leadership in teamwork.

Exceptional communication and leadership skills. Outstanding professional competence.

This table represents a comprehensive overview of the expected outcomes for Level 5 students at LCFP, defining the progression from failing to exceptional performance across different criteria critical for academic and professional development.

Level 6

By the conclusion of Level 6, according to the Framework for Higher Education Qualifications, students are expected to possess a cohesive and comprehensive understanding of their field of study, enriched by insights from the latest research and advanced academic work. They will have the competency to apply established analytical and investigative techniques within their discipline effectively, leveraging their understanding to form coherent arguments and solve problems. Awareness of the uncertainties, complexities, and boundaries of their knowledge will be essential.

Students will be adept at critically assessing evidence, arguments, and abstract concepts, even when incomplete, to make informed decisions and pose questions that lead toward solutions or the identification of multiple possibilities. They will use acquired methods and techniques to deepen, broaden, and apply their knowledge, initiating and executing projects independently. The capacity for self-directed learning and utilizing scholarly resources, such as peer-reviewed articles and other discipline-specific materials, will be evident.

Furthermore, they will exhibit skills and attributes needed for roles demanding leadership, personal accountability, and the ability to navigate through uncertain and challenging situations. This level also prepares students for continuous learning and professional development, equipping them with the readiness for further advanced training as required in their professional lives.

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Here’s the Level 6 Generic Assessment Criteria tailored for the London College for Professionals (LCFP), structured in a clear and concise table format:

Criteria

Fail (0-29%)

Marginal Fail (30-39%)

Satisfactory (Pass) (40-49%)

Good (Pass) (50-59%)

Very Good (Merit) (60-69%)

Excellent (Distinction) (70-84%)

Exceptional (Distinction) (85-100%)

Engagement with Literature

Minimal engagement; incoherent referencing.

Basic engagement; inconsistent referencing.

Limited but relevant source engagement; some errors in referencing.

Good engagement with research-informed literature; minor referencing errors.

Broad engagement with research-informed literature; accurate referencing.

Extensive engagement with current research; precise referencing.

Exceptional engagement with advanced scholarship; mastery in referencing.

Knowledge and Understanding

Significant knowledge gaps; substantial inaccuracies.

Superficial understanding; some inaccuracies.

Adequate conceptual grasp, informed by current research to a limited extent.

Detailed, accurate knowledge; good systematic understanding.

Extensive, coherent knowledge; well-informed by current scholarship.

Excellent, comprehensive understanding; clear awareness of knowledge limits.

Exceptional, nuanced understanding; sophisticated awareness of discipline’s frontiers.

Cognitive and Intellectual Skills

Lacks critical analysis; illogical arguments.

Limited critical evaluation; weak argument development.

Some analysis and synthesis; developing arguments.

Good analysis, synthesis, and evaluation; mostly valid arguments.

Very good critical thinking; sound argumentation.

Excellent critique and synthesis; persuasive arguments.

Outstanding analytical depth; exceptional, nuanced judgments.

Practical Skills

Ineffective use of methods; poor problem-solving.

Basic application of techniques; limited problem-solving.

Adequate technique application; identifies basic solutions.

Competent problem-solving; clear application of theory to practice.

Very good practical application; innovative problem-solving.

Advanced technique deployment; insightful solutions.

Exceptional practical application; sophisticated problem-solving.

Transferable Skills

Poor organization; very weak communication.

Limited effectiveness in communication; basic teamwork.

Adequate communication and collaboration skills.

Good communication; effective teamwork.

Very good communication; proactive teamwork.

Excellent professional communication; leadership in teamwork.

Exceptional communication and leadership; outstanding professional competence.

This table encapsulates the expectations for Level 6 students at LCFP, clearly defining the criteria across various categories essential for academic excellence and professional readiness.

 

 

 

Level 7

 

Upon completing Level 7, students are expected to have achieved a systematic grasp of their subject matter, along with a keen insight into both current issues and novel perspectives, largely drawn from the leading edge of their academic or professional field. They should possess a thorough understanding of the methodologies relevant to their own research or higher-level study, displaying innovation in applying this knowledge and a practical command over standard research and inquiry techniques for generating and interpreting disciplinary knowledge. This level of study also entails a deep conceptual comprehension that allows students to critically assess ongoing research and advanced scholarly work in their field, to scrutinize methodologies critically, and to suggest new hypotheses when suitable.

Students will be equipped to navigate and address complex problems in an organized yet innovative manner, making informed decisions even when faced with incomplete data, and effectively conveying their findings to both experts and laypersons alike. They will exhibit independence and creativity in problem-solving, undertake and manage tasks with professional-level competence autonomously, thereby pushing the boundaries of their knowledge and skills. Furthermore, they will cultivate the attributes and transferable skills necessary for roles that demand leadership, personal accountability, and the ability to make informed decisions in intricate and unforeseeable professional scenarios, along with the capacity for self-guided learning to support ongoing professional growth.

 

 

Criteria

Fail (0-29%) / Fail (30-44%)

Marginal Fail (45-49%)

Satisfactory (Pass) (50-59%)

Good to Very Good (Merit) (60-69%)

Excellent (Distinction) (70-84%)

Exceptional (Distinction) (85-100%)

Engagement with Literature

Minimal or no engagement with literature; poor or absent referencing.

Limited engagement with relevant sources; errors in referencing.

Adequate engagement with research-informed literature; minor errors in referencing.

Good engagement with a broad range of research-informed literature; very good use of referencing.

Extensive engagement with current research; excellent referencing accuracy.

Exceptional engagement with forefront research and literature; mastery in referencing.

Knowledge and Understanding

Significant knowledge gaps; inaccuracies. No awareness of current research.

Superficial understanding; some inaccuracies and gaps.

Adequate knowledge with some understanding informed by research.

Detailed, systematic understanding informed by current research and scholarship.

Comprehensive mastery of subject area, well-informed by latest research.

Exceptional and nuanced understanding, at the forefront of the discipline.

Cognitive and Intellectual Skills

Lack of critical analysis; illogical arguments.

Basic critical evaluation; limited argument development.

Some critical evaluation and development of new insights.

Strong critical evaluation and synthesis of new insights; good argument development.

Excellent analysis, synthesis, and critique of complex concepts.

Outstanding ability to analyze, synthesize, and critique, contributing new perspectives.

Practical Skills

Ineffective application of knowledge and techniques.

Basic application of methods; limited problem-solving in complex situations.

Adequate application of knowledge; solves problems creatively.

Very good application of advanced techniques; innovative problem-solving.

Excellent application of knowledge to solve complex problems; originality in solutions.

Exceptional and creative problem-solving; advanced application of techniques.

Transferable Skills

Poor communication and organization; lacks teamwork.

Limited communication skills; some teamwork capability.

Adequate communication and collaboration skills.

Good communication, teamwork, and leadership skills.

Excellent communication; effective leadership and autonomy in task management.

Exceptional communication, leadership, and professional competence; exemplary autonomy.

This table represents a comprehensive overview of the expectations for Level 7 students at LCFP, clearly defining the progression from failing to exceptional performance across various criteria essential for advanced academic success and professional readiness.