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LLB Student Perceptions of Assessment and Feedback: Lessons from the National Student Survey
 

LLB Student Perceptions of Assessment and Feedback: Lessons from the National Student Survey

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Slides for the presentation given by Lisa Webley (University of Westminster) at the National Law Students Forum in June 2011.

Slides for the presentation given by Lisa Webley (University of Westminster) at the National Law Students Forum in June 2011.

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    LLB Student Perceptions of Assessment and Feedback: Lessons from the National Student Survey LLB Student Perceptions of Assessment and Feedback: Lessons from the National Student Survey Presentation Transcript

    • LLB Student Perceptions of Assessment and Feedback: Lessons from the National Student Survey A UKCLE Commissioned Project Dr. Lisa Webley
    • Presentation
      • This paper provides details of a study that is in progress.
      • It is an empirical study that has been commissioned by the UKCLE.
      • The purpose of the presentation is:
        • to make you aware of the project ;
        • to allow you to contribute to the project;
        • to tell you a little about other law students’ experiences.
      • Please feel free to ask questions or make comments at any point in the presentation.
    • Context
      • The increased focus on the student experience and in particular law students’ experiences of assessment and feedback on LLB programmes (in part due to NSS results);
      • Some law schools requesting assistance from the UKCLE with assessment and feedback issues;
      • The UKCLE wish to facilitate the exchange of good practice in approaches to LLB assessment and feedback, and for the good practice to be derived from student input as well as academic staff input.
    • Project Aims
      • To examine student perceptions of assessment and feedback;
      • To examine LLB assessment and feedback models in a range of UK law schools;
      • To examine (qualitatively) any apparent relationships between student perceptions and models or practices employed;
      • To work with law schools that have asked for support, in light of the findings from the project;
      • To disseminate findings more widely.
    • Method
      • The starting point is the NSS data from questions 5-9 from the two NSS studies:
        • 5. Feedback on my work has helped me clarify things I did not understand;
        • 6. I have received detailed comments on my work;
        • 7. Feedback on my work has been prompt;
        • 8. Assessment arrangements and marking have been fair;
        • 9. The criteria used in marking have been clear in advance.
    • Whose Views?
      • A small group of second and final year full-time LLB students in each institution have been/are being/will be interviewed in small group interview format;
      • A nominated academic staff member in each institution, ideally someone involved in learning, teaching and assessment policy in the school is also being interviewed.
      • Students will be drawn from c. 20 UK institutions.
    • Sample of Institutions
      • I am talking to students from institutions:
        • that have scored highly to date on questions 5-9 on the NSS;
        • that have scored poorly;
        • Some institutions that are interested in participating regardless of ranking.
      • And I am including students from a range of types of institutions to get the widest possible set of views.
    • Stage 1: Identify potential sample LLB providers ranked highest to lowest on questions 5-9 NSS 2008 and 2009 Proposed groups: top 10 consistent overall during both years; bottom 10 consistent overall during both years; 5 institutions that have moved within those groups. Stage 2: Recruit sample Approach institutions With UKCLE support, to ask for participation in the project and nomination of institutional contact. Stage 3: Draft assessment and feedback regimes Draw up an assessment regime for each LLB programme from publicly available data To include methods of assessment and criteria used to assess, feedback practices etc. for each of the participant institutions. Stage 4: Review regimes Review regimes with a contact in each institution, finalise regime Stage 5: Interview institutional contacts Interview institutional contact : Their view of the strengths and weaknesses of their institution ’ s regime; their perceptions of what students consider to be strengths and weaknesses. Stage 6: Interview students Interview a sample of level 6 students in each institution : Their perceptions of assessment and feedback on the LLB including strengths and weaknesses. Stage 7: Good practice template Draw up a good practice template on the basis of institutional data: From assessment and feedback regimes, interviews with institutional contacts and students. Circulate to institutions for comment then finalise. Stage 8: Developmental workshop Hold a developmental workshop at the UKCLE To consider findings and their application: sample institutions invited to participate. Stage 9: Review and publish findings Review with participating institutions To examine any (proposed) changes they have made to their assessment and feedback practices.
    • What questions would you want to be asked about assessment and feedback?
      • What would be your answers to questions 5-9 and why do you feel the way that you do?
      • What do you consider to be useful feedback?
      • What do you consider its purpose to be – a justification for the mark awarded, assistance for future assessments, a hybrid, something else?
      • How prepared do you feel for your assessments?
      • What are your views on different assessment models?
      • What are your views on methods of submission for coursework?
      • What preparation do you think you need for exams?
      • What do you really enjoy or what really works for you by way of assessment and feedback in your school?
      • What really irritates you and why?
      • How could assessment be improved for you?
    • Academic’ Issues
      • Law academics wanted me to ask questions about:
        • Do students read assessment rationales and assessment criteria provided in the handbook?
        • Do students read feedback?
        • If they read it, when do they read it and do they read it before their next assessments or only at the time they get their mark?
        • How much feedback is the right amount?
        • How well do lecturers provide feedback – what are examples of what has worked and what has worked less well?
    • Your Views on Assessment and Feedback
      • What has worked for you?
      • What has worked less well?
      • What would you like to see done differently and why?