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Using e-assessment
E-assessment is attracting growing interest, due in part to the expansion of student numbers and increased marking loads, but also to the recognition of the importance of prompt and constructive feedback in enhancing the quality of student learning. E-assessment can be used f…
Accessibility in e-assessment
At the UKCLE seminar on e-assessment held on 31 January 2008 Simon Ball (JISC TechDis Service) and Helen James (University of Winchester) presented a session on accessibility in e-assessment, which included the Accessibility Checklist Game. Simon and Helen’s paper, Maki…
Formative vs summative assessment
Here Rob East of the University of Glamorgan sets out the differences and indeed the similarities between formative and summative assessment. Rob has also contributed advice on the principles of effective assessment and ideas for the innovative use of group, self and peer asses…
Qualified Lawyer Transfer Scheme (QLTS): client-centred assessment of qualified lawyers
contributors | abstract | presentation | biographies Contributors Paul Maharg (University of Northumbria) Mandy Gill (Solicitors Regulation Authority) Jenny Rawstorne (Solicitors Regulation Authority) Format Paper presentation Abstract Assessment of …
Group, peer and self assessment
Here Rob East of the University of Glamorgan provides ideas for the innovative use of group, self and peer assessment. Rob has also contributed advice on the principles of effective assessment and definitions of formative and summative assessment to the site. Group assessment…
Online formative assessment: does it work?
West of England) at the UKCLE seminar on e-assessment held on 31 January 2008 – for full details of Paul’s research see the PowerPoint presentation at the bottom of the page. If you would like to know more, or to replicate the research, contact Paul on e-mail: paul.c…
Innovation in assessment
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 involved in assessment and how it affects learning and teaching in law. Resear…
Ensuring successful assessment
Alison Bone, University of Brighton Whilst this guidance note, published in 1999 by the National Centre for Legal Education, is now out of print, it is still a highly relevant teaching resource. You can download the full text in PDF format (70 pages, 325 KB). Ensuring succe…
Assessing by multiple choice question (MCQ) tests
Edwina Higgins and Laura Tatham, Manchester Metropolitan University This teaching resource note sets out to: explain the features of multiple choice questions (MCQs) and suggest possible uses of them in your teaching explore the advantages and disadvantages of multip…
What could I use multiple choice questions for?
traditional summative exams – Webb (2002) describes summative assessment as “(1) summative in purpose, ie it is used to make a final judgment on a student’s performance, and (2) often (though not necessarily), summative in time, ie it occurs at the end of a …
Does adopting MCQ assessment mean 'dumbing down'?
MCQs have a reputation for being ‘easy’, probably because of a misconception that they can only test knowledge acquisition, and not the understanding, application and writing skills legal teachers traditionally require their students to demonstrate. However, more …
Can MCQs test oral and written skills?
This is likely to be the major drawback for colleagues considering incorporating multiple choice questioning in their teaching. MCQs can test much more than knowledge, but they cannot test oral or written skills (although see Quanjel-Schreurs et al (2002) on the possibilities…
Does using MCQ assessment encourage rote or surface learning?
Rote or surface learning happens whatever the assessment method. Traditional ‘problem’ questions allow examiners to distinguish between surface learners and those who have shown understanding through a higher level of application and analysis, and hence avoid r…
Assessment in legal education
how to evaluate assessment activities. E-assessment E-assessment seminar – links to resources from the UKCLE seminar on 31 January 2008 Using e-assessment – introduction to a range of techniques and links to where to find out more Assessing by multiple cho…
Are multiple choice question scores unrealistically high?
MCQ scores tend to be higher than those attained in non-objective assessments – perhaps another reason for their ‘easy’ reputation. This exposes the discrepancy between assessments which use the full marking range (0-100%) and more traditionally marked assessme…
What should I think about before I design an MCQ test?
Is your test to be formative or summative? Summative: there are particular issues with marking schemes/scoring and meeting intended learning outcomes (see question 5 and question 6) Formative: provision of effective feedback is essential. Where combining formative M…
The impact of formative assessment on student learning
UKCLE PDF project Project leader: Alison Bone, University of Brighton (e-mail: a.bone@bton.ac.uk) Project summary: an exploration of the different forms of feedback provided to students across law schools Completion date: December 2006 UKCLE funding: £13,450 A great de…
What are the features of multiple choice questions?
They are objective, which means there must be a right answer or a best answer (although there is scope for crediting more than one right answer or ‘near miss’ answers, depending on the marking scheme – see Are MCQ scores unrealistically high? and Can student…
References
Assessment for learning: guide for law teachers Astin A (1993) Assessment for excellence: the philosophy and practice of assessment and evaluation in higher education (American Council on Education Series) Phoenix: Oryx Press Becker H, Geer B and Hughes E (1968) Making t…
Can students guess their way to success in an MCQ?
An MCQ with four options presents a one in four chance of ‘guessing’ the correct answer. Arguably this is no worse than a student who adopts the ‘write all you know’ approach to a problem question for which s/he can generally expect to pick up marks fo…
Portfolio assessment: should we start with the academics having a go?
contributors | abstract | biographies | paper Contributors Di Kelly (De Montfort University) Intended format Paper presentation followed by discussion Abstract “It is suggested that by introducing a portfolio to first year undergraduate law students’ t…
Traffic lights and responsibility to the profession
Jacqueline Cheltenham and Alison Mutch, College of Law Presentation at Vocational Teachers Forum III, 10 January 2004 In their session at the third Vocational Teachers Forum the presenters discussed the new ‘red light’ assessment criteria introduced by the Bar Co…
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 involved in assessment and how it affects learning and teaching in law. How c…
Plagiarism in an electronic age
Integrity Service) at the UKCLE seminar on e-assessment held on 31 January 2008. Although not a new problem, the nature of plagiarism is changing in this electronic age. Both staff and students in higher education struggle to reach a consensus on a definition of plagiarism and…
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 issues involved in assessment and how it affects learning and teaching in law. Ac…
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 involved in assessment and how it affects learning and teaching in law. The …
Why do you want to assess a moot?
The 2006 survey for the Mooting for learning project showed that summatively assessing mooting is becoming increasingly common – 84% of those institutions that used mooting within the curriculum assessed it, meaning that mooting is assessed in just over 50% of all institu…
The first year experience of assessment – realigning the learning
contributors | abstract | presentation | biographies Contributors Alison Bone and Zoe Swan (University of Brighton) Format Paper presentation Abstract This paper updates and builds on research which was first presented at the Learning in Law Annual Conf…
Equality and assessment in law
In their paper Melanie Crofts and Simon Sneddon (University of Northampton) presented findings from their research into issues of achievement and equality, discussing assessment methods and their impact on non-traditional students. Melanie and Simon’s slides are embed…
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 involved in assessment and how it affects learning and teaching in law. Start…
Current Events (2)
Archived Events (7)
Assessment for learners (EARLI/Northumbria Assessment Conference 2010)
The 5th biennial EARLI/Northumbria Assessment Conference will explore the ways in which assessment impacts on students’ experiences of learning and ways of improving learning via assessment in all sectors of education, disciplines and educational systems. …
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...…
SENDA and legal education
What are the implications of disability discrimination for law teachers and how can we address them? This event drew on the experience and expertise of law teachers in developing learning and teaching practice in the context of the Special Education Needs and Disability Act 2001...…
Exploring the impact of the Government of Wales Act 2006 on legal education in the UK
The Government of Wales Act 2006 has significant implications for those involved in legal education both in Wales and across the UK. This seminar, jointly organised by UKCLE and the University of Glamorgan, provided an outline of the main provisions of the Act and explored the wa...…
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