Exceeding the boundaries of formulaic assessment: Innovation and creativity in the law school
Phillips, Edward, Clarke, Sandra, Crofts, Sarah and Laycock, Angela (2010) Exceeding the boundaries of formulaic assessment: Innovation and creativity in the law school. The Law Teacher, 44 (3). pp. 334-364. ISSN 0306-9400 (Print), 1943-0353 (Online) (doi:10.1080/03069400.2010.524034)Full text not available from this repository.
Marked and wide-ranging changes have taken place in the way that law is taught, especially at undergraduate level. The challenge remains, however, to match these changes with equivalent innovations in assessment patterns and procedures. It has largely been accepted that the “death-by-final-examination” method is no longer fit for purpose. Unfortunately, this has been replaced by an equally traditional “coursework and examination” model that is equally stifling. Even more so, such modes of assessment offer a largely inadequate mechanism for testing teaching regimes that are innovative and creative. The authors of this article have sought to draw on the existing literature, and to set out their own views, as to reasons why the innovations in teaching must be met with corresponding equivalents in the assessment regime. The article then sets out the authors' efforts to go beyond the rigid strictures of traditional assessment, based on their experience at the Department of Law and Criminology at the University of Greenwich.
|Additional Information:|| Published online: 25 Nov 2010.  Special Issue: Assessment.|
|Uncontrolled Keywords:||legal education, assessment|
|Subjects:||K Law > KD England and Wales
L Education > LB Theory and practice of education > LB2300 Higher Education
|Pre-2014 Departments:||School of Humanities & Social Sciences
School of Humanities & Social Sciences > Department of Law & Criminology
|Last Modified:||14 Oct 2016 09:13|
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