Learning, teaching and assessment

Teaching excellence and its relationship to research are at the heart of De Montfort University's mission. The university offers an inclusive, diverse learning community that is committed to equality of opportunity, internationalisation and progression towards learner autonomy.

The university's Empowering University Strategy empowers our students, staff and partners to create a fairer society. Our aim is to provide flexible, high-quality education for all. Our policies relating to learning, teaching and assessment ensure an equivalent experience, fair and equitable treatment and consistency of standards.  

This section is concerned with the role the Department of Academic Quality (DAQ) plays in supporting the implementation of learning, teaching and assessment strategies and policies.

The Centre for Academic Innovation and Teaching Excellence (CAITE) brings together groups across the university with a collective purpose of supporting innovative and future looking learning and teaching practices, that have a strong focus on digital pedagogy which will support the vision and implementation articulated within our Education 2030 strategy and beyond. 

  1. Assessment and Feedback Policy

    The De Montfort University Assessment and Feedback Policy ensures an equivalence of experience for all students, consistency of standards, and that students are treated equitably and with fairness. The university recognises the need to remain sensitive to subject specialist needs, subject benchmarks and professional and statutory body requirements.

    View the Assessment and Feedback Policy 2022/23 (this includes generic mark descriptors for undergraduate and postgraduate programmes)

    For further information regarding learning, teaching and assessment at DMU, please see the current students pages and the Centre for Academic Innovation and Teaching Excellence (CAITE). Please contact CAITE at caite@dmu.ac.uk.


    View the 2020/21 Assessment and Feedback Policy

  2. Mark descriptors

    Mark descriptors are the university's marking framework for assessment. Based on generic criteria, they cover a broad range of disciplines. Faculties may develop specific mark descriptors for their academic disciplines which take precedence over the generic mark descriptors.

    There are two sets of generic mark descriptors: one covering undergraduate programmes, and a separate version for postgraduate taught provision. Any faculty-specific descriptors are provided in programme handbooks.

    The descriptors are inter-related, meaning for marks of 40 and above (for example) there is an assumption that in awarding marks in one band work will have met the requirements of the previous band; with regard to marks of 39 and below there is an assumption that in awarding marks in one band work will not have met the requirements of the previous higher band. When marking an individual piece of work there is an expectation that it will clearly demonstrate most of the criteria within each band. Markers are encouraged to use the full range of marks from a 0-100%.

    You can find the undergraduate and postgraduate mark descriptors in the Assessment and Feedback policy in the section above.