The present study aimed to investigate the desirable assessment methods of the performance of the BA law students during internships, using a mixed methods research approach. The data was collected by using semistructured interviews and questionnaires. In the qualitative part of the study, interviews were conducted with 28 internship experts,…

This article describes an action research project that was undertaken to address a poor progression rate at the end of the first year of a single honours law degree. An attainment gap due to gender, age and ethnicity was also noted. The students were predominantly assessed by examinations; therefore a change of assessment to coursework and…

Reflective practice is an essential component of experiential learning and is embedded within the curriculum at York Law School, where the undergraduate law programme is delivered using a problem-based learning model. Using qualitative data from a survey of the markers of one of the summative reflective tasks, and Bernstein's evaluative rules as a…

Aligned assessment is a cornerstone of higher education curriculum design. Yet, it does not address the problem of how students learn "how" they should proceed when faced with a new assessment task. That teaching task is often left to the role of "feedback". This article examines changes to a first year law unit, introduced…

This paper addresses the insufficient traditional method of assessment of tests and examination, which is purely the regurgitation of information. Unfortunately some lecturers tend to cling to the traditional method of assessment as it is an easy route for them to follow. The said method does not encourage the students to become critical thinkers…

Assessors in higher education are often faced with the need to grade student work on lengthy scales. Is such fine granularity in assessment really necessary? The question can be addressed at different levels of the assessment system: here the focus is on the difference that would be made to honours degree classifications if so-called percentage…

The challenging of assessing formal and informal online learning at scale includes various issues. Many universities who are now promoting "Massive Online Open Courses" (MOOC), for instance, focus on relatively informal assessment of participant competence, which is not highly "quality assured". This paper reports best…

This paper discusses the online Juris Doctor Program (JD Program) at RMIT University. The first part of the paper provides a brief overview of the JD Program, the graduate capabilities of the Program and key principles associated with the teaching of law to online postgraduate students. In line with the literature in the area of online teaching…