If not already, I am sure that most legal educators are planning to incorporate COVID-19-related topics into their subjects at some stage. In doing so, many will be seeking to create authentic learning opportunities.
PART 2 OF 4: This week my focus will be upon ensuring the assessment I will be administering in my subject is appropriate, rigorous and aligned with my learning outcomes. This final point is important: as explained last week, the notion of constructive alignment tells us that the assessment tasks we give our students should evaluate the extent to which the students have achieved the learning outcomes we set for the subject.
Many of these works are of considerable historical significance, including:
Christopher Roper, Career Intentions of Australian Law Students (1995)
Gordon Joughin, A Framework for Teaching and Learning Law (1996)
Mark Wojcik, Introduction to Legal English: An Introduction to Legal Terminology, Reasoning, and Writing in Plain English (1998)
Phillip Jones, Competences, Learning Outcomes and Legal Education (1994)
William Duncan, Skills Training (1991)
There was a time when we as academics used to love debating about online exams, their nuances, pros and cons… The thought that we would ever depart from our comfortably set routine of traditional end-of-semester exams was limited to seminars and staff meetings… and then a one-in-a-hundred-year event jolted us into action. What was once an interesting option suddenly became the only viable way forward.
Now more than ever it’s important that we maintain our own well-being. Much is being asked of us as legal educators. Our students are needing our support and we need to have capacity to be responsive to them – not only in terms of their learning as we move to online approaches, but also just generally. We are having to be adaptive and agile in adopting new ways of being legal academics.