Tagged Search
Pages (30)
The first year experience of assessment – realigning the learning
and examined the experience of first year assessment of undergraduates in the Brighton Business School. An assessment audit examined the nature of assessment within the Business School and found a…
Qualified Lawyer Transfer Scheme (QLTS): client-centred assessment of qualified lawyers
Authority) Format Paper presentation Abstract Assessment of professional competence has always been problematic. Should it be assessed by situated assessment and only in the workplace? …
Are law schools meeting their obligations as regards to the assessment of the use of English on law courses?
considers the approach of law schools to the assessment of students’ use of English in their written work. The QAA Subject Benchmark Statement for Law requires students to demonstrate proficienc…
Assessment in a rapidly changing world; developing a new discourse
Abstract The focus of this paper is on assessment and the spheres of influence which shape our thinking as law educators and the implementation of contemporary assessment techniques. The theo…
The focus on skills for improving students’ engagement: the Tuning educational structures approach
using an innovative method of teaching and assessment. We have also tried to make academic lives closer to those of stakeholders. 2. The application of Tuning principles to legal education The le…
When and how should legal ethics be learned?
national centre for ethical instruction and assessment for training and regulating instructors; establishment of rigorous outcomes for ethical instruction in the training contract including a modif…
What quality assurance issues does the use of mooting as an assessment component pose?
counts for a significant part of a summative assessment for an award then it is good practice to involve the external examiner. A variety of approaches can be taken. Some institutions require student…
Why do you want to assess a moot?
institutions. Mooting generally formed part of an overall assessment pattern. Where it accounted for 100% of the assessment regime it related to a discrete mooting module, and even then other aspec…
Enquiring Minds: strategies for promoting (better) research, autonomy and deployment of skills at level 3
activity-based approaches to the design, use and assessment of final year law students’ research tasks. Download the full paper (RTF file, 21 pages, 398 KB) at the bottom of the page. The …
Equality and assessment in law
of achievement and equality, discussing assessment methods and their impact on non-traditional students. Melanie and Simon’s slides are embedded below, and their full paper appeared in the We…
Facing the challenges of transition to legal education while engaging the learner
quality of teaching – and the role of assessment According to Yorke & Longden poor teaching can lead some students to leave their course. This is more likely with mature students who tend to …
Using an enquiry-based learning project to develop criminological understanding
the structure of an existing, orthodox, assessment regime. While much of the use of EBL in law has to date focused on the inculcation of semi-vocational ‘lawyering’ skills and the simul…
Are we using technology for technology's sake? An evaluation of a simulated employment exercise
provided during the preparation of summative assessment. It also considers whether the use of technology and practical skills offers any real benefit to the students’ understanding of criminal …
Innovations in assessment: the role of blended learning as a support mechanism for assessment
strategies offer opportunities for formative assessment within a law with business degree programme. Sarah and Lucy’s slides are embedded below, and you can also download their full paper (Wo…
The first year experience of assessment
an examination of the variety of forms of assessment used on first year law (and other) undergraduates and the implications for their learning. Alison’s slides are embedded below. Alison pr…
Using narrative and clinical approaches to teach ethics
the law back in (Miller 2005: 173). The assessment of clinic is often conducted through written reflection on the clinical experience (Maughan & Webb 2005; Hinett 2002). Reflection in the cont…
Assessment
Assessment is an integral element in the student learning process. In this chapter the purposes, types and principles of assessment are discussed. Finally, ways of identifying and combating plagiaris…
Meeting the QAA code of practice for assessment
in 2003. It outlines the 18 precepts for assessment from the Quality Assurance Agency’s code of practice and provides recommendations as to how to meet them. Below are prefaced versions …
Ensuring successful assessment
(70 pages, 325 KB). Ensuring successful assessment provides practical advice and guidance about ensuring successful assessment, and is designed to enable you to: take a pragmatic view of ass…
Effective assessment strategies in law
outlines some of the principles of effective assessment, plus advice on how to give students feedback. Rob has also contributed definitions of formative and summative assessment and ideas for the inn…
The assessment matrix
Assessment for learning: guide for law teachers This is part of a guide, compiled by Alison Bone (University of Brighton) and Karen Hinett (UKCLE) in 2002, providing an overview of the chief issues…
Developing an assessment strategy
Assessment for learning: guide for law teachers This is part of a guide, compiled by Alison Bone (University of Brighton) and Karen Hinett (UKCLE) in 2002, providing an overview of the chief issues…
What and who is assessment for?
Assessment for learning: guide for law teachers This is part of a guide, compiled by Alison Bone (University of Brighton) and Karen Hinett (UKCLE) in 2002, providing an overview of the chief issues…
Introduction to assessment in legal education
law teachers to adapt and improve their assessment practice. Here, Karen highlights the context of assessment today and the drivers for change. See related pages in the toolbar on the right to vie…
The role and purpose of assessment
law teachers to adapt and improve their assessment practice. Here, Karen looks at the role and purpose of assessment. See related pages in the toolbar on the right to view Karen’s other assessmen…
What can be assessed in a moot?
meaning, provides lots of opportunities for assessment beyond oral presentations. It has already been noted that there are different types of mooting (see FAQ 3), and obviously what can be assessed w…
Professional course assessments: developmental or regulatory?
explored the relationship and tensions between assessment for learning and assessment for practice through a series of questions designed to promote debate and discussion. As providers of professi…
Traffic lights and responsibility to the profession
discussed the new ‘red light’ assessment criteria introduced by the Bar Council for the Bar Vocational Course, considering the practical and conceptual difficulties of applying the red li…
Weights and methods of assessment on vocational courses
Forum provided background information on the assessment regimes of the Legal Practice Course (LPC) and the Bar Vocational Course (BVC). Students on the Legal Practice Course (LPC) tend to be assess…
Assessment and accountability
Assessment for learning: a guide for law teachers This is part of a guide, compiled by Alison Bone (University of Brighton) and Karen Hinett (UKCLE) in 2002, providing an overview of the chief issu…
Comments
There are no comments at this time