Using Authentic Assessment Techniques in Extra & Co-Curricular Activities (ECCAs) to Improve Teaching Standards on Academic Law Programmes

Article


Berger, D. and Wild, Charles 2015. Using Authentic Assessment Techniques in Extra & Co-Curricular Activities (ECCAs) to Improve Teaching Standards on Academic Law Programmes. Journal of Commonwealth Law and Legal Education. 10 (1), pp. 70-83.
AuthorsBerger, D. and Wild, Charles
Abstract

Authentic assessments are aligned with workplace activities, as opposed to the more
artificial, largely exclusively summative and austere, nature of traditional university
assessment methods. In this paper, the authors assert that authentic assessments, although
traditionally the preserve of extra and co-curricular (ECCA) course delivery, have the crucial
benefit of improving teaching standards on academic law degree programmes, through
ensuring that the key 'critical reasoning' skill which ensures academic assessment success,
has been identified by the assessor and developed by the student throughout the
assessment. In this paper, the essential elements of the critical reasoning skill is subdivided
into its composite parts, into a simple checklist, for use in legal assessments. This checklist,
when applied by the assessor, has two main purposes: (i) to ensure that the student has
achieved the appropriate grade for the assessment; and (ii) to ensure consistency and
maintenance of quality in the assessment method.

JournalJournal of Commonwealth Law and Legal Education
Journal citation10 (1), pp. 70-83
Year2015
PublisherThe Open University School of Law
Publisher's version
Web address (URL)http://www.open.ac.uk/law/main/sites/www.open.ac.uk.law.main/files/files/ecms/web-content/Article%20Using%20authentic%20assessment%20techniques%20-%20final%20version.pdf
Publication dates
Print01 Nov 2015
Publication process dates
Deposited25 Jan 2017
Copyright information© The authors and Journal of Commonwealth Law and Legal Education
Permalink -

https://repository.uel.ac.uk/item/85412

  • 10
    total views
  • 10
    total downloads
  • 2
    views this month
  • 1
    downloads this month

Related outputs

The central importance of co-curricular activities as an authentic assessment mechanism within modern legal education
Berger, D. and Wild, Charles 2015. The central importance of co-curricular activities as an authentic assessment mechanism within modern legal education. The UH Annual Learning and Teaching Conference. Hatfield, United Kingdom 07 May 2015 University of Hertfordshire.
Social Media and the Student Experience
Berger, D. and Wild, Charles 2015. Social Media and the Student Experience. in: Jefferies, Amanda and Cubric, Marija (ed.) Proceedings of the 14th European Conference on e-Learning Hatfield UK Academic Conferences and Publishing International Limited. pp. 639-646
The Real Deal: Using formative assessment techniques in authentic assessment delivery, to improve law degree academic performance
Berger, D. and Wild, Charles 2015. The Real Deal: Using formative assessment techniques in authentic assessment delivery, to improve law degree academic performance. in: Proceedings of IAC-TLEl 2015 in Vienna Czech Institute of Academic Education z.s.. pp. 113-119
Getting The Job Done: Using Authentic Assessment Techniques In Extra And Co-Curricular Activities (Eccas) To Improve Law Students’ Employability Prospects
Berger, D. and Wild, Charles 2016. Getting The Job Done: Using Authentic Assessment Techniques In Extra And Co-Curricular Activities (Eccas) To Improve Law Students’ Employability Prospects. in: Proceedings of 23rd ISERD International Conference, Barcelona, Spain International Society for Engineering Research and Development (ISERD). pp. 53-59
Practice Makes Perfect: Using authentic assessment techniques in Extra and Co-curricular course (ECCAs) delivery to reflect the Solicitor’s Regulation Authority’s (SRA) change towards legal vocational stage delivery
Berger, D. and Wild, Charles 2016. Practice Makes Perfect: Using authentic assessment techniques in Extra and Co-curricular course (ECCAs) delivery to reflect the Solicitor’s Regulation Authority’s (SRA) change towards legal vocational stage delivery. International Journal of Arts & Sciences (IJAS).
The Teaching Excellence Framework: would you tell me, please, which way I ought to go from here
Berger, D. and Wild, Charles 2016. The Teaching Excellence Framework: would you tell me, please, which way I ought to go from here. Higher Education Review.
Enhancing student performance and employability through the use of authentic assessment techniques in extra and co-curricular activities (ECCAs)
Berger, D. and Wild, Charles 2016. Enhancing student performance and employability through the use of authentic assessment techniques in extra and co-curricular activities (ECCAs). The Law Teacher. 51 (4), pp. 428-439.
When ‘neutral’ evidence still has probative value (with implications from the Barry George Case)
Fenton, Norman, Berger, D., Lagnado, David, Neil, Martin and Hsu, Anne 2013. When ‘neutral’ evidence still has probative value (with implications from the Barry George Case). Science & Justice. 54 (4), pp. 274-287.
Response to “On the use of the likelihood ratio for forensic evaluation: Response to Fenton et al.”
Fenton, Norman, Lagnado, David, Hsu, Anne, Berger, D. and Neil, Martin 2014. Response to “On the use of the likelihood ratio for forensic evaluation: Response to Fenton et al.”. Science & Justice. 54 (4), pp. 319-320.
The proposed Teaching Excellence Framework (TEF) for UK Universities
Berger, D. and Wild, Charles 2016. The proposed Teaching Excellence Framework (TEF) for UK Universities. in: Rotschedl, Jiri and Cermakova, Klara (ed.) Proceedings of the 22nd International Academic Conference Prague, Czech Republic International Institute of Social and Economic Sciences (IISES). pp. 311
Bayes and the Law
Fenton, Norman, Neil, Martin and Berger, D. 2016. Bayes and the Law. Annual Review of Statistics and Its Application. 3 (1), pp. 51-77.
Get Real: Using authentic assessment techniques to improve law degree academic performance
Wild, Charles and Berger, D. 2015. Get Real: Using authentic assessment techniques to improve law degree academic performance. in: Cermakova, Klara and Rotschedl, Jiri (ed.) Proceedings of the 2nd Teaching & Education Conference, Florence Prague, Czech Republic International Institute of Social and Economic Sciences (IISES). pp. 129-140
Giving Students the Third Degree: Using Authentic Assessment Techniques in Extra & Co-Curricular Activities (ECCAs) to Improve Teaching Standards on Academic Law Programmes
Wild, Charles and Berger, D. 2015. Giving Students the Third Degree: Using Authentic Assessment Techniques in Extra & Co-Curricular Activities (ECCAs) to Improve Teaching Standards on Academic Law Programmes. in: Rotschedl, Jiri and Cermakova, Klara (ed.) Proceedings of the 20th International Academic Conference, Madrid Prague, Czech Republic International Institute of Social and Economic Sciences (IISES). pp. 510-522
Refining the traditional flipped classroom model: Teaching students HOW to think not WHAT to think
Berger, D. and Wild, Charles 2016. Refining the traditional flipped classroom model: Teaching students HOW to think not WHAT to think. 31st Annual BILETA Conference, BILETA 2016 CFP. Law School, University of Hertfordshire, Hatfield. UK 11 - 12 Apr 2016
Turned on, tuned in, but not dropped out: Enhancing the student experience using popular social media platforms
Berger, D. and Wild, Charles 2015. Turned on, tuned in, but not dropped out: Enhancing the student experience using popular social media platforms. BILETA 30th Annual Conference 2015, Conference Theme: Sustainability: Securing Regulation, Education and Technology for the Future. University of the West of England, Bristol 08 - 10 Apr 2015 British and Irish Law, Education and Technology Association.
Turned on, tuned in, but not dropped out: Enhancing the student experience with popular social media platforms
Berger, D. and Wild, Charles 2016. Turned on, tuned in, but not dropped out: Enhancing the student experience with popular social media platforms. European Journal of Law and Technology. 7 (1).
Refining the traditional flipped-classroom model to optimise student performance on undergraduate degree programmes
Berger, D. and Wild, Charles 2016. Refining the traditional flipped-classroom model to optimise student performance on undergraduate degree programmes. Journal of Commonwealth Law and Legal Education. 11 (1), pp. 57-70.
‘Forgotten Lore’: Can the Socratic method of teaching be used to reduce the attainment gap of black, Asian and minority ethnic students?
Berger, D. and Wild, Charles 2017. ‘Forgotten Lore’: Can the Socratic method of teaching be used to reduce the attainment gap of black, Asian and minority ethnic students? Higher Education Review. 49 (2), pp. 29-55.