First year law students: the impact of assessment type on attainment
AbstractThis 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.
CitationJones, 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: 10.1080/02602938.2018.1496398
PublisherTaylor and Francis
JournalAssessment & Evaluation in Higher Education
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