Barnett, Eola and McNamara, Noeleen (2012) Supporting learning in law: using formative MCQ assessment in criminal law core courses. International Journal of Organisational Behaviour, 17 (2). pp. 72-86.
Text (Published Version)
This article reports on an investigation undertaken by the authors on the verity of multiple choice questions (MCQs) as formative assessment in law courses within a law
program. The investigation was conducted for several reasons, but primarily because of a perceived negativity associated with their use for assessment in legal education and, against this background, to inform their continued use within a framework of sustainable pedagogy.
The results of an analysis of student use of the MCQs in four criminal law courses are correlated to their overall performance in the courses are presented, as are students’
views regarding their value.
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|Item Type:||Article (Commonwealth Reporting Category C)|
|Item Status:||Live Archive|
|Additional Information:||Authors retain copyright of their own materials. The IJOB, however, requests authors to provide clearance that materials may be used for educational purposes.|
|Faculty / Department / School:||Historic - Faculty of Business and Law - School of Law|
|Date Deposited:||09 Oct 2012 05:00|
|Last Modified:||03 Dec 2014 02:49|
|Uncontrolled Keywords:||legal education; pedagogy; multiple choice questions; formative assessment|
|Fields of Research :||18 Law and Legal Studies > 1899 Other Law and Legal Studies > 189999 Law and Legal Studies not elsewhere classified
13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
|Socio-Economic Objective:||C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy|
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