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Formative vs summative assessment
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 assessment to the site. The difference between formative and summative assessment is oft…
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? Can it be assessed outside a workplace environment? Should we be attempting to …
Group, peer and self assessment
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 A major advantage of group assessment is that the marking bur…
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
(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 assessment consider the suitability of different forms of assessment design an …
Does adopting MCQ assessment mean 'dumbing down'?
therefore form a valid part of the summative assessment strategy. Some tutors utilise the efficiency of MCQs in covering the syllabus to introduce compulsory sections in exams with the aim of discouraging question spotting on important topics. All assessment methods hav…
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…
Does using MCQ assessment encourage rote or surface learning?
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 rewardi…
Assessment in legal education
Good assessment goes to the heart of the student learning experience. It impacts upon course design and choice of teaching method, as well as on students’ enjoyment of the subject and the quality of their educational experience. UKCLE aims to support law teachers in their …
The impact of formative assessment on student learning
has been written about how using effective assessment can promote learning, but surprisingly little research has been done on assessment in law. This project aimed to fill the gap by examining the use of formative assessment in a sample of law schools. Project aims analys…
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…
Portfolio assessment: should we start with the academics having a go?
portfolio would form the basis for summative assessment because learning tasks set throughout the academic year would match the intended learning outcomes for students. Formative assessment of whether students are meeting the intended learning outcomes would be embedded within t…
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…
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 …
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 traditional mix of coursework and examinations although the module Legal Academ…
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 Web Journal of Current Legal Issues 2009(3) in June 2009. In January 2008 the Hi…
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…
Assessment for learning
law teachers to adapt and improve their assessment practice. Here, Karen looks at the use of reflection, self and peer assessment to encourage ‘assessment for learning’. See related pages in the toolbar on the right to view Karen’s other assessment resources. Lin…
Using oral assessment to improve student learning in law
and challenges raised by the use of oral assessment within law degrees. The question of assessment relates both to student progression through a course of study and, given the close relationship between assessment and student learning, progress in pedagogy (see Biggs’ we…
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 assessment resources. Links to examples and tools for use in the classroom are included, …
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 view Karen’s other assessment resources. Links to examples and tools for use …
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 of the 18 precepts, identified under various headings. Ideas and examples of t…
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 proficiency in the use of the English language but there is anecdotal evidence that the re…
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 innovative use of group, self and peer assessment to the site. …
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 innovative use of group, self and peer assessment to the site. …
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 theoretical framework considers first principles such as, ‘Why assess?’Brown, Ru…
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 presented the initial findings of a research project examining the experience of t…
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 assessment-driven, creating a tension with the ‘preparation for practice’ …
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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