First Year Law Students: The Impact of Assessment Type on Attainment

Autor/inn/en	Ellison, Lynn; Jones, Dawn
Titel	First Year Law Students: The Impact of Assessment Type on Attainment
Quelle	In: Assessment & Evaluation in Higher Education, 44 (2019) 2, S.283-293 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ellison, Lynn) ORCID (Jones, Dawn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2018.1496398
Schlagwörter	Law Students; Student Evaluation; Change; Gender Differences; Age Differences; Ethnicity; Achievement Gap; Foreign Countries; Law Schools; Academic Achievement; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Wandel; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Ethnizität; Ausland; Schulleistung
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01