Clinical legal education: the assessment of student collaboration and group work
| dc.contributor.author | Du Plessis, M. A. | |
| dc.date.accessioned | 2016-05-27T07:03:33Z | |
| dc.date.available | 2016-05-27T07:03:33Z | |
| dc.date.issued | 2014 | |
| dc.description.abstract | English: Clinical legal education (CLE) should be a mandatory or core course in the LLB curriculum and the focus of a university law clinic must be CLE, namely student training. A recurring assessment challenge is large student numbers. The best solution was found in grouping students together in student firms for collaborative work; this also has strong educational benefits. When assessing students working in collaboration, a fair assessment strategy must be employed, as all group members receive the same mark. Clinicians must develop and implement clear grading criteria, in the form of rubrics, which will enable them to grade numerous assignments consistently and fairly. Peer and self‑assessment are considered to allow for individual marks in addition to the group mark. Models of firm and group‑work assessment and marking criteria are suggested. The use of both collaboration and rubrics can simplify the grading process, which allows clinicians to conduct multiple assessments and feedback consistently and fairly. Samples of a number of rubrics and surveys are provided. | en_US |
| dc.description.abstract | Afrikaans: Kliniese regsopleiding (KR) behoort ’n verpligte kursus in the LLB leerplan te wees en die fokus van die universiteitsregskliniek moet op KR wees, naamlik studente‑opleiding. ’n Assesseringsuitdaging wat gereeld opduik, is hoë studentegetalle. Die beste oplossing blyk te wees om studente in studentefirmas te groepeer vir samewerking; hierdie bied ook sterk opvoedkundige voordele in. Wanneer samewerking tussen studente geassesseer word, moet ’n regverdige assesseringstrategie aangewend word, aangesien al die groepslede dieselfde punte kry. Kliniese instrukteurs moet duidelike graderingskriteria ontwikkel en aanwend, in tabelvorm, wat hulle in staat sal stel om talle werksopdragte regverdig en konsekwent te evalueer. Vriend‑ en selfassessering word bespreek om voorsiening te maak vir individuele punte addisioneel tot die groepspunt. Modelle van firma‑ en groepswerkassessering en kriteria vir nasien word voorsien. Die gebruik van beide samewerking en tabelle kan die graderingsproses vereenvoudig, wat die kliniese instrukteurs in staat sal stel om veelvuldige assesserings en terugvoer konsekwent en regverdig te doen. Voorbeelde van ’n aantal tabelle word voorsien. | en_US |
| dc.identifier.citation | du Plessis, M. A. (2014). Clinical legal education: The assessment of student collaboration and group work. Journal for Juridical Science, 39(2), 67-91. | en_US |
| dc.identifier.issn | 0258-252X (print) | |
| dc.identifier.issn | 2415-0517 (online) | |
| dc.identifier.uri | http://hdl.handle.net/11660/2553 | |
| dc.language.iso | en | en_US |
| dc.publisher | Faculty of Law, University of the Free State | en_US |
| dc.subject | Evaluation | en_US |
| dc.subject | Grading and marking (Students) | en_US |
| dc.subject | Law students | en_US |
| dc.title | Clinical legal education: the assessment of student collaboration and group work | en_US |
| dc.type | Article | en_US |