A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

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Enhancing learning in legal education ❘ 375 by the academic bodies consulted by the JASB. Third, there is still a belief that traditional examinations are more rigorous than other assessment mechanisms, despite the volume of educational literature which points to their shortcomings. Finally, there is also a tendency for higher education to replicate the experience of earlier generations, so that teachers tend, almost instinctively one suspects, to adopt the learning and assessment methods by which they learned. This is not to suggest that well-designed examinations and coursework essays have no place in the system. For example, as Bone (1999: 21) notes, examinations are: • reasonably efficient • reliable • relatively plagiarism proof, and • easy, in organisational terms, to moderate. Like all methods, however, they have their shortcomings. Consider the following exercise as a way of identifying those limits, and, perhaps, beginning to think differently about assessment. In Table 23.1 the column headings show a range of levels of performance (based on Anderson and Krathwohl, 2001) and a set of transferable/legal skills (based on the QAA Law Benchmark) that could be developed in the law degree. The levels indicate generically the different kinds of cognitive competence that students might be asked to demonstrate. These are not terms of art, they convey their ordinary everyday meaning. ‘Remembering’, it follows, is obviously the lowest level, representing the product of what amounts to memory testing, and ‘creating’ [new knowledge] is equally obviously the highest. This typology is also broadly reflected in the Benchmark’s references to ‘knowledge and understanding’, ‘application’ and ‘analysis, synthesis, critical judgement and evaluation’. (Note that Table 23.1 excludes the Benchmark’s ‘autonomy and ability to learn’ as a separate category. It is, however, reflected in part in the emphasis on independent research under the heading ‘Legal research’.) The headings ‘examination’ and ‘coursework’ should be construed traditionally. That is, ‘examination’ should be understood to mean a summative unseen examination paper containing a mix of essay and problem questions, and ‘coursework’ means a free-standing essay or problem question to which the student produces a written answer outside any controlled environment, again assessed summatively. You now have two tasks: 1 First place a tick in the relevant box, where you think a skill or cognitive level can be assessed (even in part) by that method; otherwise leave it blank. 2 Now focus on each cognitive level or skill and identify, by a different colour tick, which one(s) can be particularly well assessed by examination or coursework. Again, leave the others blank.
Cognitive levels Coursework Examination Benchmark skills Coursework Examination Table 23.1 Skills and cognitive levels assessed by law coursework and examinations Remembering Understanding Applying Analysing Evaluating Creating Legal research (including evidence of an ability to undertake Written independent communication Oral legal research) and literacy communication Numeracy IT skills Teamwork
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A Handbook for Teaching and Learnin
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First edition published 1999 Second
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vi ❘ Contents 8 Teaching and lear
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Illustrations FIGURES 2.1 The Kolb
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Contributors THE EDITORS Heather Fr
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xii ❘ Contributors David Gosling
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xiv ❘ Contributors Tina Overton i
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xvi ❘ Contributors Chris Lawn, Qu
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Foreword It is a pleasure to write
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1 A user’s guide Heather Fry, Ste
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A user’s guide ❘ 5 The book has
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A user’s guide ❘ 7 IN CONCLUSIO
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Understanding student learning ❘
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3 Encouraging student motivation Sh
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Encouraging student motivation ❘
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Curriculum design and development
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Lecturing to large groups ❘ 59 TH
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Lecturing to large groups ❘ 61 th
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Lecturing to large groups ❘ 63 My
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Lecturing to large groups ❘ 65 Ca
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Lecturing to large groups ❘ 67 an
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Lecturing to large groups ❘ 69 an
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Lecturing to large groups ❘ 71 St
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Teaching and learning in small grou
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7 E-learning - an introduction Sam
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E-learning - an introduction ❘ 87
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8 Teaching and learning for employa
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Teaching and learning for employabi
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9 Supporting student learning David
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Supporting student learning ❘ 115
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Supervising projects and dissertati
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Supervising research students ❘ 1
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Quality, standards and enhancement
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Evaluating courses and teaching ❘
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15 Teaching in the disciplines Deni
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Teaching in the disciplines ❘ 217
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Experimental sciences ❘ 227 under
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Experimental sciences ❘ 229 for E
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Experimental sciences ❘ 231 • T
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Experimental sciences ❘ 233 ensur
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Experimental sciences ❘ 235 • m
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Experimental sciences ❘ 237 Anoth
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Experimental sciences ❘ 239 • D
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Experimental sciences ❘ 241 • s
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Experimental sciences ❘ 243 withi
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Experimental sciences ❘ 245 Quali
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Mathematics and statistics ❘ 247
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Engineering ❘ 265 Interrogating p
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Engineering ❘ 267 Case study 1: 2
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Engineering ❘ 269 The curriculum
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Engineering ❘ 271 assessments (qu
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Engineering ❘ 273 Case study 4: N
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Engineering ❘ 275 in a handbook,
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Engineering ❘ 277 2007c). Make su
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Engineering ❘ 279 All subject cen
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Engineering ❘ 281 Unistats (2007)
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Computing science ❘ 283 satellite
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Computing science ❘ 285 skill is
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Computing science ❘ 287 that they
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Computing science ❘ 289 Group wor
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Computing science ❘ 291 Controlli
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Computing science ❘ 293 Interroga
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Computing science ❘ 295 moderates
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Computing science ❘ 297 student b
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Computing science ❘ 299 ‘commun
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Arts, humanities and social science
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21 Key aspects of teaching and lear
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Medicine and dentistry ❘ 425 •
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Medicine and dentistry ❘ 427 prac
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Medicine and dentistry ❘ 429 demo
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Medicine and dentistry ❘ 433 The
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Medicine and dentistry ❘ 435 Inte
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Medicine and dentistry ❘ 437 (Kne
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Medicine and dentistry ❘ 439 We h
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Medicine and dentistry ❘ 441 In t
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Medicine and dentistry ❘ 443 of t
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Medicine and dentistry ❘ 447 Neuf
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27 Key aspects of teaching and lear
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Nursing and midwifery ❘ 451 and l
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Nursing and midwifery ❘ 455 The a
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Nursing and midwifery ❘ 459 will
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Nursing and midwifery ❘ 461 nursi
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Nursing and midwifery ❘ 463 role
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Nursing and midwifery ❘ 465 Briti
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Part 3 Enhancing personal practice
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470 ❘ Enhancing personal practice
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Glossary This glossary provides two
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Glossary ❘ 501 spoon-fed. May als
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Glossary ❘ 503 can be paper-based
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Glossary ❘ 505 iGoogle A personal
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Glossary ❘ 507 MSN Messenger Atoo
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Glossary ❘ 509 Programme specific
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Glossary ❘ 511 Strategic approach
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Index Locators in bold refer to fig
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Index ❘ 515 routes 486-90, 495-6;
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Index ❘ 517 mathematics 266, 267;
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Index ❘ 519 Lancaster University
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Index ❘ 521 objective structured
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Index ❘ 523 Queen Mary, Universit
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Index ❘ 525 UK Professional Stand
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