University of Hertfordshire

Documents

  • Dan Berger
  • Charles Wild
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Original languageEnglish
Pages (from-to)428-439
Number of pages12
JournalThe Law Teacher
Volume51
Issue4
Early online date1 Sep 2016
DOIs
Publication statusPublished - 2 Oct 2017

Abstract

The paper advocates the use of authentic assessment techniques, delivered in extra
and co-curricular activities (ECCAs), to augment and improve student performance
on academic law degree programmes. A combination of formative and summative
methods in ECCA assessment provides the optimum environment to measure and
improve the crucial critical reasoning skill – the key transferable skill to academic
degree success. This skill, when developed in students, is also highly prized by
prospective employers, and therefore, the use of authentic assessment improves
graduate employability rates.

Notes

This is an Accepted Manuscript of an article published by Taylor & Francis in The Law Teacher on 1 September 2016, available online: http://www.tandfonline.com/10.1080/03069400.2016.1201745. Under embargo. Embargo end date: 1 March 2018.

ID: 10139170