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Implementing benchmarking for law
law schools. Reports on implementing benchmarking from: University of Bristol Coventry University De Montfort University University of Leeds Middlesex University De Montfort University – Martin Davis In its latest phase of modularity (due to be im…
What's reflection got to do with it?
element of this ability. Reflection and benchmarking There are seven areas of performance for law against which students must be judged capable. These are sub-divided into three categories: subject specific 1. knowledge 2. application and problem solving 3. sources…
Revised law subject benchmark statement: UKCLE response
In August 2006 the Quality Assurance Agency issued a draft law subject benchmark statement for consultation – the UKCLE response is given below. The new law subject benchmark statement was released in December 2007. Question 1: Overall, does the revised subject benchma…
Graduate standards in law
Transcript of the Graduate standards in law report, a study into the feasibility of developing benchmark standards for law and the role of the external examiner in supporting this, conducted on behalf of the Association of Law Teachers, the Committee of Heads of University La…
Graduate standards in law: a framework for describing graduateness in law
A framework for describing graduateness in law (Transcript of a section of the Graduate standards in law report, 1997) The project has identified four issues which need to be tackled by institutions as part of graduateness in law: domains: what are the areas in which we…
Extracts from the subject benchmark statement for law
Tables 1a and 1b below are extracted from the Appendices to the Quality Assurance Agency’s Subject benchmark statement for law (2000), referred to in the chapter on defining the legal research concept, in Teaching legal research. Table 1a: Descriptions of the achie…
Graduate standards in law: background and aims
(Transcript of a section of the Graduate standards in law report, 1997) Law departments have traditionally felt distinctive and have often felt less than comfortable with pressures within their own institution, such as modularisation, which some have perceived as disregardi…
Directions 18
Spring 2009…
A more hit than miss report?
In this editorial from the Autumn 2009 issue of Directions Julian Webb, UKCLE Director, examines the recent report on higher education in England, asking whether its recommendations can be made to work and whether it asked the right questions in the first place. Note. the view…
Graduate standards in law: the current practice of external examining
(Transcript of a section of the Graduate standards in law report, 1997) The comments below were made by a group of experienced externals at a workshop in Manchester. They illustrate the concerns which would have to be addressed before any new system were put in place or even p…
Why should I consider using portfolios?
Assurance Agency’s requirements on benchmarking. This may be achieved either through: specific skills modules (see the examples from Westminster) or by way of an integrated key skills programme, where student portfolios draw together the evidence from skills-based ac…
Teaching family law
structure, teaching methods, innovations, benchmarking. Chapter 2: teaching family law: a special case? The nature of family law and its implications for teaching, its status and attraction, advantages and difficulties, curriculum planning. Chapter 3: teaching, learning and …
LILI 2003 panel discussion
on the curriculum, skills development and benchmarking, assessment widening participation – the picture in law, equality of opportunity and access to legal education and training, and implications for learning, teaching and assessment processes and practices quality as…
Embracing benchmarks: some pedagogical and assessment implications of adopting benchmarks
group that before the next review in 2005 benchmarking standards would overtake us. We wanted to be well prepared for this development, so it was decided to incorporate benchmarks into the proposals for the revalidation. Taking the draft benchmark standards as our parti…
Quality enhancement the Scottish way
(2007-08) Indicators of enhancement (2007-08) Benchmarking student support (2007-08) Reports and resources on all the above themes are available. The Guide to the outcomes of the themes gives an overview of findings, divided into the chronology of the student journey fro…
The Scottish legal education context
else. The quality assurance process and benchmarking have left their mark on law curricula and teaching practices throughout the UK. Nevertheless, even here there are differences – Scotland has adopted a quality enhancement regime aimed at… Teaching, learning and a…
New developments in external examining
assessment practice, for example developmental benchmarking …
Reflections on SAPHE
that a curriculum review and the demands of benchmarking could be approached positively as an opportunity to develop a syllabus which should be a significant improvement on the previous one.Keith Stanton, University of Bristol To be reflective is a process not a product.…
New opportunities, but where's the will (or the money)?
cheap to run. They were in the vanguard of benchmarking of higher education. They provide vocational programmes with the most comprehensive preparation for legal practice anywhere in the world (Australia apart perhaps). They furnish a legal profession and judiciary that enjoy in…
Design your own QA system: programme specifications and quality assurance
Quality Assurance Agency’s Law Subject Benchmarking Group and a QAA auditor. He was also involved in the 1999 trials of subject review. The new quality assurance (QA) model for universities is in one sense more trusting of institutions than the previous model, as …
Reflection on a work experience option
about integrating student reflection with benchmarking and quality assurance requirements. During the academic year 2001-02 the School of Law at the University of Exeter offered first year undergraduate students the option of taking part in a module reflecting on their work e…
Lessons learnt from the Legal Research Skills Programme
Agency for Higher Education QAA (2003) Benchmarking academic standards Gloucester: Quality Assurance Agency for Higher Education Robson C (2002) Real world research: a resource for social scientists and practitioner-researchers Oxford: Blackwell Schanck P (2000) ‘Man…
Lessons learnt from the Legal Research Skills Programme
Agency for Higher Education QAA (2003) Benchmarking academic standards Gloucester: Quality Assurance Agency for Higher Education Robson C (2002) Real world research: a resource for social scientists and practitioner-researchers Oxford: Blackwell Schanck P (2000) ‘Man…
Innovation in assessment
likely to change with the introduction of benchmarking. The documentation clearly values oral communication as a key skill: Law students are expected to be good at both written and oral communication. Whereas written communication is assessed heavily by…
Change and innovation in the delivery of legal education: are we managing it well?
questioning the value of the QAA’s ‘benchmarking’ processes. Is this yet another example of ideas being implemented rapidly without full objective and proper evaluation of their impact and effectiveness? Who is monitoring the piloting of benchmark student…
Curriculum development
skills to meet Quality Assurance Agency (QAA) benchmarking standards opportunities for reinforcement – students need to have the opportunity to repeat the process of finding, evaluating and using information for a formative or summative assessment (see chapter 7 for an e…
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The UK Centre for Legal Education (UKCLE) works with law teachers, students, institutions and professional bodies at the academic and vocational stage to improve the student learning experience.…
About Us
The UK Centre for Legal Education (UKCLE) was established in January 2000 with the aim of promoting the development of learning and teaching in law at both the academic and vocational stages. We work with the legal education community with the aim of improving the student lear…
UKCLE Advisory Board
The UKCLE Advisory Board is made up of nominated representatives from legal education organisations and interest groups and our host institution, plus a number of co-opted members invited to join because of their particular expertise in legal education. The main function of th…
UKCLE vision
Vision, Mission and Values Vision Our vision is to support UK law schools in providing all students with the opportunity to experience a world class legal education. Mission The UK Centre for Legal Education promotes a scholarly and discipline specific approach to the i…
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