QUT ePrints

Harnessing assessment and feedback to assure quality outcomes for graduate capability development: a legal education case study

Kift, Sally M. (2002) Harnessing assessment and feedback to assure quality outcomes for graduate capability development: a legal education case study. In Jeffery, Peter L. (Ed.) Australian Association for research in Education (AARE) 2002, December 2002, Brisbane, Queensland, Australia.

Abstract

In recent times, employers, graduates, government and professional bodies have all called upon tertiary educators to embrace a notion of graduate quality that is concerned, not just with knowledge acquisition, but equally with how to use and what to do with that discipline knowledge once acquired. Legal educators have also responded to this stakeholder mood. Under two Teaching and Learning Large Development Grants, the QUT Law Faculty has been progressing an integrated and incremental approach to the development of both generic and discipline-specific capabilities in core undergraduate curriculum. Particularly, the challenge has been to ensure the alignment of assessment and feedback practices with the revised course goals and identified learning objectives.

This paper will detail the formulation of a coherent, incremental and holistic framework that has been mapped onto law curriculum for the teaching, learning and assessment of embedded capabilities. It will outline the intent and methods of curriculum design for more authentic learning and assessment tasks. It will also examine some of the implications and issues that arise for tertiary education and educators when the academy embraces graduate capability development as an aspect of graduate quality and embarks on, what is essentially, wholesale curriculum review committed to assuring that these broader learning outcomes are directly linked to course assessment and feedback methods supportive of this new learning.

Impact and interest:

Citation countsare sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

395 since deposited on 02 May 2007
35 in the past twelve months

Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 7474
Item Type: Conference Paper
Additional URLs:
ISSN: 1324-9339
Subjects: Australian and New Zealand Standard Research Classification > LAW AND LEGAL STUDIES (180000) > LAW (180100) > Law not elsewhere classified (180199)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Education Assessment and Evaluation (130303)
Australian and New Zealand Standard Research Classification > LAW AND LEGAL STUDIES (180000) > LAW (180100) > Law and Society (180119)
Divisions: Current > QUT Faculties and Divisions > Faculty of Law
Copyright Owner: Copyright 2002 Sally Kift
Deposited On: 02 May 2007
Last Modified: 09 Jun 2010 22:40

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page