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Qualified Lawyer Transfer Scheme (QLTS): client-centred assessment of qualified lawyers
Qualified Lawyer Transfer Scheme (QLTS): client-centred assessment of qualified lawyers
Qualified Lawyer Transfer Scheme (QLTS): client-centred assessment of qualified lawyers
Qualified Lawyer Transfer Scheme (QLTS): client-centred assessment of qualified lawyers
Qualified Lawyer Transfer Scheme (QLTS): client-centred assessment of qualified lawyers
Qualified Lawyer Transfer Scheme (QLTS): client-centred assessment of qualified lawyers
Qualified Lawyer Transfer Scheme (QLTS): client-centred assessment of qualified lawyers
Qualified Lawyer Transfer Scheme (QLTS): client-centred assessment of qualified lawyers
Qualified Lawyer Transfer Scheme (QLTS): client-centred assessment of qualified lawyers
Qualified Lawyer Transfer Scheme (QLTS): client-centred assessment of qualified lawyers
Qualified Lawyer Transfer Scheme (QLTS): client-centred assessment of qualified lawyers
Qualified Lawyer Transfer Scheme (QLTS): client-centred assessment of qualified lawyers
Qualified Lawyer Transfer Scheme (QLTS): client-centred assessment of qualified lawyers
Qualified Lawyer Transfer Scheme (QLTS): client-centred assessment of qualified lawyers
Qualified Lawyer Transfer Scheme (QLTS): client-centred assessment of qualified lawyers
Qualified Lawyer Transfer Scheme (QLTS): client-centred assessment of qualified lawyers
Qualified Lawyer Transfer Scheme (QLTS): client-centred assessment of qualified lawyers
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Qualified Lawyer Transfer Scheme (QLTS): client-centred assessment of qualified lawyers

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Slides for the presentation by Mandy Gill (University of Northumbria), Paul Maharg and Jenny Rawstorne (Solicitors Regulation Authority) at the Learning in Law Annual Conference 2011.

Slides for the presentation by Mandy Gill (University of Northumbria), Paul Maharg and Jenny Rawstorne (Solicitors Regulation Authority) at the Learning in Law Annual Conference 2011.

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  • LSB was created by LSA 2007 and is the oversight regulator for all approved regulators, of which the Law Society is one (and the SRA is the regulatory arm of the Law Society)
  • Legal Services Act s.1 Professional principles are – independence, integrity, maintain proper standards of work, act in best interests of client, duty to the court, client confidentiality
  • Is/will be far more information available on the outcomes to be tested and structure of the test, and examples (currently MCT) on the Kaplan website Constant evaluation of the efficacy of the assessment system Far more attention to the validity of the assessment methodology e.g. numbers of MCT questions, Angoff standard-setting
  • MCT = 180 questions in 2x 3 hour exams. Tests Day One Outcome A.
  • Transcript

    • 1. Qualified Lawyer Transfer Scheme (QLTS): client-centred assessment of qualified lawyers Paul Maharg – University of Northumbria Mandy Gill – SRA Jenny Rawstorne - SRA
    • 2. Preview
      • Define and analyse basic issues in the assessment of working professionals (PM)
      • Outline the regulatory issues facing the SRA working party (JR)
      • Summarise the architecture of the assessment and detail its genealogy in the assessment practices of other professions (MG)
      • Summarise the implications of this approach for assessment of outcomes-based education at undergraduate and postgraduate stages of legal education (PM)
      • Outline proposals for evaluation of the process and content of the QLTS assessment (MG)
      • Open discussion – 10 mins
    • 3. Basic issues in assessment of working professionals (1)
      • Q. What are we assessing?
      • A. Day One Outcomes
      • But this response is only part of the answer…
    • 4. Basic issues in assessment of working professionals (2)
      • Interaction of knowledge, skill, values
      • Client experience of lawyer
      • Awareness by the lawyer of cultural difference embedded in the assessment
      • The necessity for the lawyer to bridge legal cultures
    • 5. Basic issues in assessment of working professionals (3)
      • Assessment, unless actually carried out longitudinally in the lawyer’s workplace, can never give us a complex profile of the working lawyer. But it can give us evidence of how the lawyer might act in specific circumstances.
      • Interpretation of those actions is always problematic when considered post-hoc by experts, less so when experienced by a client
      • Even a trained proxy client can only assess some aspects of legal work…
      • Therefore a multi-part assessment is essential
    • 6. Regulatory issues (1)
      • QLTS is SRA’s transfer scheme for lawyers qualified:
        • elsewhere within the UK
        • within the EEA and EU
        • in a recognised international jurisdiction
      • Following extensive consultation and approval by Legal Services Board (LSB)
      • QLTS replaced the QLTR and QLTT on 1 September 2010
    • 7. Regulatory issues (2)
      • All changes to the SRA’s regulatory arrangements must now be approved by the LSB
      • LSB will consider whether the proposed change:
        • meets the statutory regulatory objectives; and
        • adheres to the Better Regulation Principles
    • 8. Regulatory issues (3)
      • Regulatory Objectives include:
      • Protecting and promoting the interests of consumers
      • Encouraging an independent, strong, diverse and effective legal profession
      • Promoting and maintaining adherence to the professional principles
    • 9. Regulatory issues (4)
      • Better Regulation Principles
      • Regulatory policies should be:
      • Transparent
      • Accountable
      • Proportionate
      • Consistent
      • Targeted
    • 10. QLTS assessment framework (1)
      • QLTS assessments in 3 parts
        • Part 1 – Multiple Choice Test (MCT)
        • Part 2 - Objective Structured Clinical Examination (OSCE)
        • Part 3 - Technical Legal Skills Test (TLST)
    • 11. QLTS assessment framework (2)
      • OSCE – primarily tests skills - in 3 subject areas
        • Business
        • Criminal and civil litigation
        • Property and probate
      • In each of these areas candidates will rotate through 3 stations
        • Station 1 – client interview and attendance note
        • Station 2 – client interview and attendance note
        • Station 3 – advocacy/oral presentation exercise
    • 12. QLTS assessment framework (3)
      • TLST – primarily tests skills - in 3 subject areas
        • Business
        • Criminal and civil litigation
        • Property and probate
      • In each of these areas candidates will undertake 3 assessed exercises
        • Exercise 1 – on-line legal research
        • Exercise 2 – legal writing
        • Exercise 3 – legal drafting
    • 13. QLTS assessment framework (4)
      • Other features:
        • Angoff method of standard-setting
        • Increased validity of testing method due to:
          • Number of questions asked (in MCT)
          • Number of times a particular skill is tested (in OSCE and TLST)
    • 14. Implications for outcomes-based education (1)
      • Can be used for:
      • Professional remediation – see interview with Kevin Stirling, lecturer in Simulation, Clinical Skills Centre, U. of Dundee Medical Faculty, on simulation ward activity http:// www.youtube.com/watch?v =NzB0oCbAia8&feature= player_embedded
      • Professional accreditation, eg work of WS Society on simulated clients, based in part on work of GGSL project – the Signet Accreditation, http:// www.thewssociety.co.uk/accreditation/index.asp?tm =24
    • 15. Implications for outcomes-based education (2)
      • SCs + OSCE can be used for undergraduate learning
      • Currently being developed for year 3 of the exempting Masters programme at Northumbria University Law School, in part as a bridge between academic work in years 1 & 2, and clinical experience in year 4. Formative & summative assessment.
    • 16. Implications for outcomes-based education (3)
      • SCs can also be used in professional programmes, eg:
        • Strathclyde’s Diploma in Legal Practice (formative as well as high-stakes assessment of interviewing)
        • University of New Hampshire’s Daniel Webster Scholars Honors Program, where SCs are being integrated with SIMPLE simulations to provide an environment that is at once a powerful learning and assessment environment – see Future Ed Conference, Harvard & NYLS: http://www.nyls.edu/user_files/1/3/4/30/58/1053/Garvey&Maharg.pdf .
    • 17. Future research
      • Formal evaluation by the SRA – impact, form and content of assessment, implementation, use of SCs
      • Wider research

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