Formative assessments: Perspectives of Law School students

This paper will examine the pedagogical importance of formative assessments in supporting law students’ learning today. To do so, it will examine the findings collected from a focus group discussion with law finalists, findings which will not only demonstrate the continued learning benefits of formatives, but how formatives can be more successfully incorporated into our learning environments. Accordingly, this paper seeks to affirm the pedagogical benefits of formatives from the law school perspective. References Allen, G. (2010). The use of Multiple-Choice Questions as a Form of Formative Assessment on an Undergraduate Law Module. The Law Teacher, 42(2), 180-199 https://doi.org/10.1080/03069400.2008.9959775 Bloxham, S., & Boyd, P. (2007). Developing Effective Assessment in Higher Education: A Practical Guide. OUP. CAST. (2018). Universal Design for Learning Guidelines. https://udlguidelines.cast.org/?utm_source=castsite&lutm_medium=web&utm_campaign=none&utm_content=aboutudl Field, S., & Jones, L. (2010). Innovations in Assessment: An Investigation into the Role of Blended Learning as a Support Mechanism for Assessment. The Law Teacher, 44(3), 378-390 https://doi.org/10.1080/03069400.2010.524038 Hattie, J. A. (1987). Identifying the Salient Facets of a Model of Student Learning: A Synthesis of Meta-analyses. International Journal of Educational Research, 11(2), 187–212 https://doi.org/10.1016/0883-0355(87)90035-8 Jones, D. (2020). The Intrinsic Value of Formative Assessment and Feedback as Learning Tools in the Acquisition and Improvement of a Practical Legal Skill. The Law Teacher, 54(3), 443-454 https://doi.org/10.1080/03069400.2020.1717830 Lancaster University. (2024) General Regulations for Assessment & Award. https://www.lancaster.ac.uk/media/lancaster-university/content-assets/documents/student-based-services/asq/marp/General-Regs.pdf McDowell, L., Wakelin, D., Montgomery, C., & King, S. (2011). Does Assessment for Learning Make a Difference? The Development of a Questionnaire to Explore the Student Response. Assessment & Evaluation in Higher Education, 36(7), 749-765 https://doi.org/10.1080/02602938.2010.488792 O’Donovan, B., Rust, C., & Price, C. (2015). A Scholarly Approach to Solving the Feedback Dilemma in Practice. Assessment & Evaluation in Higher Education, 41(6), 938-949 https://doi.org/10.1080/02602938.2015.1052774 Purewal, A. (2022, 21 February). Assessments and Feedback in the Law School: Improving Student Learning and Satisfaction. Lancaster University. https://eprints.lancs.ac.uk/id/eprint/166456/2/Formative_Assessments_in_Template_21_22.pdf Race, P. (2005). Making Learning Happen: A Guide for Post-Compulsory Education. Sage Ramsden, P. (2003). Learning to Teach in Higher Education (2nd ed.). Routledge. Sadler, D.R. (2009). Indeterminacy in the Use of Preset Criteria for Assessment and Grading in Higher Education. Assessment & Evaluation in Higher Education, 34(2), 159-179 https://doi.org/10.1080/02602930801956059 Sambell, K., McDowell, L., & Montgomery, C. (2013). Assessment for Learning in Higher Education. Routledge.