Assessment and learning : the impact of professional body requirements

Blakely, Mark (2006) Assessment and learning : the impact of professional body requirements. Investigations in university teaching and learning, 3 (2). pp. 109-114. ISSN 1740-5106

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Abstract

This paper is the result of personal reflection that I undertook during the course of a professional development programme at London Metropolitan University. It was also written days after the University’s Legal Practice Course (LPC) had received its triennial, three-day monitoring visit by the Law Society. During that visit I had to represent the course and present our teaching, curriculum and assessment rationales. However, it is perhaps a misnomer to refer to our ‘assessment rationale’ because while we may develop our own learning outcomes and tweak the curriculum, the Law Society prescribes assessment instruments and criteria. I assumed I would be able to engage in a stimulating debate with the Law Society by plotting our course’s progress with reference to current developments in teaching and learning. However, I emerged from the meetings with the feeling that the assessors did not appreciate what I was talking about. They appear to rely on assessment checklists based upon decades-old narratives and the now prevalent concept of ‘deep-learning’ did not seem to resonate with them.

Item Type: Article
Uncontrolled Keywords: Investigations in university teaching and learning; assessment; assessment criteria; deep learning; reflection; competence
Subjects: 300 Social sciences > 370 Education
Department: Guildhall School of Business and Law
Centre for Professional Education and Development (CPED)
Depositing User: Mary Burslem
Date Deposited: 09 Apr 2015 11:45
Last Modified: 18 Oct 2016 10:01
URI: http://repository.londonmet.ac.uk/id/eprint/218

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