Using self- and peer assessment at honours level: bridging the gap between law school and the workplace

Murdoch, J. (2015) Using self- and peer assessment at honours level: bridging the gap between law school and the workplace. Law Teacher, 49(1), pp. 73-91. (doi:10.1080/03069400.2014.988491)

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Abstract

Growing awareness and interest in pedagogical issues permit greater experimentation with the design and delivery of law teaching. While employability skills are now commonplace within the law curriculum, the development of graduate attributes can also be enhanced through assessment methods requiring students to apply clearly understood criteria to their own performance. Where students are allocated work-related tasks, moderated self- and peer assessment can also help replicate the sense of “real” situations and act as an even more powerful stimulus to learning. The article considers staff and student perceptions of group-based learning in which assessment is considered both a means to “deep learning” and an end in itself insofar as students are allocated the task of formally recommending grades for coursework. Recognising that student-led learning and student-driven assessment are still relatively unorthodox in law teaching, the article concludes that this form of assessment method can clearly assist learning and the enhancement of graduate attributes and moreover can be justified objectively by reference to standard assumptions of validity, reliability, convenience and integrity.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Murdoch, Professor Jim
Authors: Murdoch, J.
College/School:College of Social Sciences > School of Law
Journal Name:Law Teacher
Publisher:Routledge
ISSN:0306-9400
ISSN (Online):1943-0353

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