Legal History and Student Involvement in the Assessment Process

Bainbridge, Jonathan and Sandford-Couch, Clare (2018) Legal History and Student Involvement in the Assessment Process. Journal of International and Comparative Law, 5 (1). pp. 259-278. ISSN 2313-3775

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Abstract

Assessment has been described by Graham Gibbs as "the most powerful lever teachers have to influence the way students respond to courses and behave as learners", but is legal education ready to embrace the possibilities of making law students active participants in the assessment process? This article explores our experiences of developing both peer assessment models and encouraging students to generate their own questions in the context of a module in Legal History on the undergraduate law degree at Northumbria University. In adopting innovative forms of assessment, it is important to understand why the new practices are being adopted and also to be able to justify those practices; hence, the article addresses potential benefits and pitfalls of student participation in peer marking or grading and explores how peer assessment models can be grounded in assessment and learning theory.

Item Type: Article
Uncontrolled Keywords: innovation in legal education; student-centred pedagogy; developing student autonomy; peer assessment; active learning
Subjects: M900 Other in Law
X200 Research and Study Skills in Education
Department: Faculties > Business and Law > Northumbria Law School
Depositing User: Paul Burns
Date Deposited: 01 Jun 2018 10:31
Last Modified: 11 Jan 2019 15:15
URI: http://nrl.northumbria.ac.uk/id/eprint/34437

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