Innovations in assessment: an investigation into the role of blended learning as a support mechanism for assessment

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 0306-9400

Full text not available from this repository.

Official URL: http://dx.doi.org/10.1080/03069400.2010.524038

Abstract

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
Subjects:M000 Law
X000 Education
DOI (a stable link to the resource):10.1080/03069400.2010.524038
Faculties:Brighton Business School
ID Code:9084
Deposited By:Converis
Deposited On:11 Aug 2011 15:33
Last Modified:07 Jan 2013 16:22

Repository Staff Only: item control page