Innovations in assessment: an investigation into the role of blended learning as a support mechanism for assessment

Lucy Jones, Sarah Field

Research output: Contribution to journalArticle

Abstract

This paper arises from a study at the University of Brighton designed to investigate teaching and learning strategies within the LLB Law with Business degree programme. The context of the research was a transition in summative assessment on the second year Criminal Law module from 70% unseen examination and 30% coursework to a 100% seen examination. We wanted to examine blended learning as a platform for formative assessment opportunities as well as a resource to absorb the marking burden which accrued. The seen examination was a vehicle for reducing the summative burden on assessors as well as for addressing concerns relating to academic misconduct. Our research indicated that a move to assessment by 100% seen examination can constitute a successful halfway house between the unseen examination and coursework, and that the blended learning platform can support this innovative assessment strategy.
Original languageEnglish
Pages (from-to)378-390
Number of pages13
JournalLaw Teacher
Volume44
Issue number3
DOIs
Publication statusPublished - 1 Jan 2010

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