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Will video kill the manuscript scrawl? The impact of video feedback on students’ perception of feedback
Within these figures, however, the area of feedback has consistently proved to be slightly more problematic. The percentage of full time students who agreed or mostly agreed with question nine of the NSS (“Feedback on my work has helped me clarify things I did not understand�…
How can I provide effective feedback for my multiple choice questions?
Provision of feedback may be desirable in summative assessment and is essential in formative assessment. In contrast to traditional assessments where feedback is laboriously dependent on individual answers, the closed answer range for MCQs means that tutors know the possible err…
Providing feedback
primarily concerned with giving qualitative feedback so that students may improve. Summative assessment may often result in no feedback whatsoever, since it normally marks the end of a course and typically consists of a mark or a stark pass or fail. If it has been decided tha…
Formative feedback: use within law programmes
summary: an examination of the use of formative feedback within law programmes Completion date: October 2004 UKCLE funding: £4,649 The aim of the research was to explore the range of feedback techniques and practices used within law programmes. More specifically it sought t…
Student understanding of the criteria used for assessment, and the relationship to their perceptions concerning feedback.
in the NSS relating to the questions on feedback, and considerable efforts have been made to improve the quality of feedback students receive on their work. Despite this, student satisfaction concerning feedback remains an issue. Reflection on the results in our Law School, an…
Feedback, marking schemes and proforma
assessment practice. Here, Karen looks at feedback, marking schemes and proforma. See related pages in the toolbar on the right to view Karen’s other assessment resources. Links to examples of law school feedback proforma and tools for use in the classroom are included, as w…
Providing individual written feedback on formative and summative assessments
offers some pointers to providing effective feedback. Two findings from the second National Student Survey reported in 2006 provided a dramatic contrast – whilst 80% of students were satisfied with their courses overall, 40% were not satisfied with their course assessmen…
Telling it like it is...giving feedback in difficult circumstances
the West of England) led a discussion on feedback, using three role plays to demonstrate ways of how (not) to give feedback after a poor performance. The team also presented five basic principles on giving feedback in difficult circumstances and a brief overview of research into…
Course feedback
of module evaluation surveys to provide feedback on courses. This allows issues such as lecture speed/scheduling to be raised in a more timely manner and be addressed by the course convenors during the academic session. …
LLB Student Perceptions of Assessment and Feedback: Lessons from the National Student Survey
good practice guidance on assessment and feedback in the context of undergraduate legal education. This paper will set out the project method and aims. The project will map assessment practice across a sample of Law Schools that have scored highly in questions 5-9 in the NSS s…
Assessing student work and providing feedback
on assessing student work and providing feedback from John Bell (Cambridge University), presented at the UKCLE event on supporting postgraduates who teach on 7 November 2003. Tips on assessment and feedback What sort of assessment task should be set? identify why you w…
External examining: closing the feedback loop
In this article from the Autumn 2004 issue of Directions Vera Bermingham and Graeme Broadbent (both of Kingston Law School) call for a greater exchange of information on the experiences of external examiners. The role of external examiners in maintaining and improving the qualit…
The impact of formative assessment on student learning
an exploration of the different forms of feedback provided to students across law schools Completion date: December 2006 UKCLE funding: £13,450 A great deal has been written about how using effective assessment can promote learning, but surprisingly little research has bee…
Effective assessment strategies in law
assessment, plus advice on how to give students feedback. Rob has also contributed definitions of formative and summative assessment and ideas for the innovative use of group, self and peer assessment to the site. “Students can escape bad teaching; th…
Effective assessment strategies in law
assessment, plus advice on how to give students feedback. Rob has also contributed definitions of formative and summative assessment and ideas for the innovative use of group, self and peer assessment to the site. Students can escape bad teaching; they …
The first year experience of assessment – realigning the learning
reduction in both the quantity and quality of feedback students receive (Gibbs and Simpson 2004) and that students are confused about guidance which lecturers think is clear (Hodgson and Bermingham 2004). These findings were supported by this research. Nicol and Macfarlane-Dick …
Are we using technology for technology's sake? An evaluation of a simulated employment exercise
group discussion board and receive regular feedback. The aim is to expose students to the reality of life in a legal environment where the salient information is not contained in a single document, and to encourage them to piece together the relevant facts from a variety of sour…
Designing student learning by promoting formative assessment
they are less satisfied with assessment and feedback. To date qualitative research examining how students value feedback has been on a comparatively small scale (Higgins et al, 2002; Orsmond et al, 2005), although it has long been acknowledged that how students are assessed infl…
The culture of questioning techniques in the classroom
responses to questions and the value of feedback in questioning. Elon University School of Law’s emphasis on a learning centred environment leads faculty to challenge traditional methodologies and focus on ways to question students so they may have both the knowledge and…
Assessing by multiple choice question (MCQ) tests
and tips for writing MCQ questions and feedback give examples of MCQs with suggestions for improvement give suggestions for further reading and resources It is organised around a set of 12 frequently asked questions (FAQs), plus a guide to further reading (Note: quest…
What are the features of multiple choice questions?
responses to the MCQs?). Provision of feedback can be targeted more effectively because of the limited ways in which students can have gone wrong (see How can I provide effective feedback for my MCQs?). Setting questions is time consuming and challenging. This may be a one-o…
Plagiarism and legal education
Plagiarism Advice Plagiarism Advice, formerly the JISC Plagiarism Advice Service, provides resources, training, advice and guidance to the higher education sector. Useful resources include Developing assessment strategies which encourage original student work: an online guide.…
What could I use multiple choice questions for?
of regular self-assessment exercises with feedback (see later on feedback) and may be particularly useful for revision purposes. as a means of diagnosing prior learning at the beginning of a module or unit and/or progress throughout a module or unit through tutor analysis of r…
How can I assess the students in a VLE?
from the student, or group, for formative feedback first consider a mix of individual and group tasks set target dates for giving assessment feedback use a secure means of personal communication, ie e-mail consider the ‘mustard sandwich’ or similar mode to gi…
What should I think about before I design an MCQ test?
question 6) Formative: provision of effective feedback is essential. Where combining formative MCQs with non-MCQ summative assessment, remember to make explicit any differences in knowledge/skills required (see question 5) What are you trying to assess? What are y…
Assessment in legal education
assessment Assessing student work and providing feedback – hints and tips aimed at new law teachers The Higher Education Academy website includes an assessment for practitioners section, with links to resources and tools including: LTSN assessment series (2001) …
Teaching resource notes
Teaching resource notes (TRNs) are compilations of the essential topics, practical tips, sources, assessment models and ICT considerations on an aspect of teaching. The following teaching resource notes are available: Clinical legal education (2004) Discussion boards (2…
Using e-assessment
the importance of prompt and constructive feedback in enhancing the quality of student learning. E-assessment can be used for diagnostic, formative or summative assessment, can be supervised or non-supervised, and can take place locally or remotely – for a useful overvi…
External examining in law
CHULS. External examining: closing the feedback loop – article by Vera Bermingham (Kingston University) from the Autumn 2004 issue of Directions The experience of external examiners – report of the 2001-02 ALT survey by Phil Harris (Sheffield Hallam Universi…
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Developing reflection and autonomy in law
This seminar, building on the work of UKCLE's "personal development planning working group":/resources/personal-development-planning/ukcle-personal-development-planning-working-group/, explored how reflective and critical skills are currently being developed and assessed in UK la...…
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