First year law students: the impact of assessment type on attainment
Abstract
This article describes an action research project that was undertaken to address a poor progression rate at the end of the first year of a single honours law degree. An attainment gap due to gender, age and ethnicity was also noted. The students were predominantly assessed by examinations; therefore a change of assessment to coursework and portfolio in some areas was proposed and actioned as a potential way to increase attainment and consequently progression. Data on pass rates for two years prior to the change of assessment and two years after the change were analysed. The impact of a change of assessment from examination to coursework raised attainment levels overall, but the gender, age and ethnicity gap remained.Citation
Jones, D., Ellison, L. (2018) 'First year law students: the impact of assessment type on attainment', Assessment & Evaluation in Higher Education, 44 (2) pp. 283-293 doi: 10.1080/02602938.2018.1496398Publisher
Taylor and FrancisJournal
Assessment & Evaluation in Higher EducationAdditional Links
https://www.tandfonline.com/doi/full/10.1080/02602938.2018.1496398Type
Journal articleLanguage
enISSN
0260-2938ae974a485f413a2113503eed53cd6c53
10.1080/02602938.2018.1496398
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