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Introduction to assessment in legal education: references and resources

This resource forms part of a set of resources written by Karen Clegg (Graduate Training Unit, University of York) which are designed to help law teachers to adapt and improve their assessment practice.

This page lists all references, resources and teaching materials recommended by Karen. See related pages in the toolbar on the right to view Karen’s other assessment resources.

References and further reading

  • Bone A (2008) Designing student learning by promoting formative assessment (paper presented at the Learning in Law Annual Conference) Coventry: UKCLE
  • Bone A (1999) Ensuring successful assessment Coventry, UKCLE
  • Boud D & Falchikov N (2007) Rethinking assessment in higher education: learning for the longer term Oxford: Routledge
  • Brown S (1999) Assessment matters in higher education: choosing and using diverse approaches Milton Keynes: OUP
  • Bryan C & Clegg K (eds) (2006) Innovative assessment in higher education Oxford: Routledge
  • Dunbar-Goddet H & Gibbs G (2007) The effects of programme assessment environments on student learning York: Higher Education Academy (download as a PDF file)
  • East R (2006) Effective assessment strategies in law Coventry
  • Entwistle N & Ramsden P (1983) Understanding student learning London: Croom Helm
  • Frannson A (1977) ‘On qualitative differences in learning IV: Effects of motivation and test anxiety on process and outcome’ British Journal of Educational Psychology 47: 244-57
  • Gibbs G (2006) ‘Innovative assessment in higher education’ in Bryan & Clegg (2006)
  • Gibbs G & Simpson (2004) ‘Conditions under which assessment supports students’ learning’ Learning and Teaching in Higher Education 1: 3-31
  • HInett K (now Clegg K) (2002) Developing reflective practice in legal education Coventry: UKCLE
  • Hinett K (now Clegg K) & Thomas J (1999) Staff guide to self and peer assessment Oxford: Centre for Staff and Learning Development
  • Juwah C [et al] (2004) Enhancing student learning through effective formative feedback: Higher Education Academy
  • Miller C & Parlett M (1974) Up to the mark: a study of the examinations game (monograph 21) London: Society for Research into Higher Education
  • Orsmond P, Merry S & Reiling K (2002) ‘The use of formative when using student derived marking criteria in peer and self assessment’ Assessment and Evaluation in Higher Education 27(4): 309-23
  • Race P (1998) The lecturer’s toolkit Oxford: Routledge Falmer (section 2 on designing assessment and feedback to enhance learning)
  • Rust C (2004) ‘Developing a variety of assessment methods’ in B O’Donovan, M Price & C Rust “Know what I mean? Enhancing student understanding of assessment standards and criteria” Teaching in Higher Education 9(3): 145-158
  • Snyder B (1971) The hidden curriculum New York: Knopf

Resources

Last Modified: 1 July 2010