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.
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 counts are sourced monthly from and 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 theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloads displays 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.
|Item Type:||Conference Paper|
|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 12:40|
Repository Staff Only: item control page