Jones, Lucy and Field, Sarah (2010) Innovations in assessment: an investigation into the role of blended learning as a support mechanism for assessment Law Teacher, 44 (3). pp. 378-390. ISSN 0306-9400Full text not available from this repository.
This paper arises from a study at the University of Brighton designed to investigate teaching and learning strategies within the LLB Law with Business degree programme. The context of the research was a transition in summative assessment on the second year Criminal Law module from 70% unseen examination and 30% coursework to a 100% seen examination. We wanted to examine blended learning as a platform for formative assessment opportunities as well as a resource to absorb the marking burden which accrued. The seen examination was a vehicle for reducing the summative burden on assessors as well as for addressing concerns relating to academic misconduct. Our research indicated that a move to assessment by 100% seen examination can constitute a successful halfway house between the unseen examination and coursework, and that the blended learning platform can support this innovative assessment strategy.
|Item Type:||Journal article|
|DOI (a stable link to the resource):||10.1080/03069400.2010.524038|
|Faculties:||Brighton Business School|
|Date Deposited:||11 Aug 2011 14:33|
|Last Modified:||13 Apr 2015 15:18|
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