Assessment in the Law School: Contemporary Approaches of Australian Property Law Teachers
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Author(s)
Galloway, Kathrine
Carruthers, Penny
Skead, Natalie Kym
Griffith University Author(s)
Year published
2012
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Assessment in higher education has received increasing attention in the last decade. This attention is partly a result of the recognition that traditional assessments do not reflect the application of learning in a real life, or real work context. Calls for changes to traditional modes of assessment in legal education have gained currency with the latest iteration of what it means to be a law graduate, in terms of knowledge, skills and attitudes. The nature of what is taught in the law curriculum in terms of legal knowledge and skills – both professional and generic – inevitably has an impact on the learning outcomes for a ...
View more >Assessment in higher education has received increasing attention in the last decade. This attention is partly a result of the recognition that traditional assessments do not reflect the application of learning in a real life, or real work context. Calls for changes to traditional modes of assessment in legal education have gained currency with the latest iteration of what it means to be a law graduate, in terms of knowledge, skills and attitudes. The nature of what is taught in the law curriculum in terms of legal knowledge and skills – both professional and generic – inevitably has an impact on the learning outcomes for a degree course or course unit and this in turn will affect the intent and the mode of assessment. This paper reports on the assessment practices of Australian property law teachers ascertained from results of a national survey, and situates these practices within the context of the diversity of learning outcomes and types of assessment, as well as contemporary thinking on assessment per se.
View less >
View more >Assessment in higher education has received increasing attention in the last decade. This attention is partly a result of the recognition that traditional assessments do not reflect the application of learning in a real life, or real work context. Calls for changes to traditional modes of assessment in legal education have gained currency with the latest iteration of what it means to be a law graduate, in terms of knowledge, skills and attitudes. The nature of what is taught in the law curriculum in terms of legal knowledge and skills – both professional and generic – inevitably has an impact on the learning outcomes for a degree course or course unit and this in turn will affect the intent and the mode of assessment. This paper reports on the assessment practices of Australian property law teachers ascertained from results of a national survey, and situates these practices within the context of the diversity of learning outcomes and types of assessment, as well as contemporary thinking on assessment per se.
View less >
Journal Title
Journal of the Australasian Law Teachers Association
Volume
5
Issue
1 & 2
Copyright Statement
© The Author(s) 2012. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the author(s).
Subject
Education
Commerce, management, tourism and services
Law and legal studies