{"title":"保持真实:在法学本科学位课程中引入真实任务的案例","authors":"Sadie Whittam","doi":"10.53300/001c.87815","DOIUrl":null,"url":null,"abstract":"Authentic learning and assessment, which refers to tasks and assessment practices that reflect complex, real-world situations, are a radical departure from the traditional methods of learning and assessment in Higher Education. This article considers feedback from a primary, small-scale empirical study of students taking an optional Civil Litigation and Dispute Resolution module which uses authentic learning and assessment practices. Evaluating student feedback from the module, and drawing on the existing literature, the paper concludes that introducing authentic learning and assessment opportunities in the undergraduate law degree has the potential to increase student employability, engagement, and skills development. Finally, the paper examines some of the barriers to incorporating authentic tasks in the law degree, and some “light touch” ways to introduce authentic “moments” in existing modules are explored.","PeriodicalId":43058,"journal":{"name":"Legal Education Review","volume":null,"pages":null},"PeriodicalIF":0.7000,"publicationDate":"2023-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Keep it Real: The Case for Introducing Authentic Tasks in the Undergraduate Law Degree\",\"authors\":\"Sadie Whittam\",\"doi\":\"10.53300/001c.87815\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Authentic learning and assessment, which refers to tasks and assessment practices that reflect complex, real-world situations, are a radical departure from the traditional methods of learning and assessment in Higher Education. This article considers feedback from a primary, small-scale empirical study of students taking an optional Civil Litigation and Dispute Resolution module which uses authentic learning and assessment practices. Evaluating student feedback from the module, and drawing on the existing literature, the paper concludes that introducing authentic learning and assessment opportunities in the undergraduate law degree has the potential to increase student employability, engagement, and skills development. Finally, the paper examines some of the barriers to incorporating authentic tasks in the law degree, and some “light touch” ways to introduce authentic “moments” in existing modules are explored.\",\"PeriodicalId\":43058,\"journal\":{\"name\":\"Legal Education Review\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.7000,\"publicationDate\":\"2023-09-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Legal Education Review\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.53300/001c.87815\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Legal Education Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.53300/001c.87815","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Keep it Real: The Case for Introducing Authentic Tasks in the Undergraduate Law Degree
Authentic learning and assessment, which refers to tasks and assessment practices that reflect complex, real-world situations, are a radical departure from the traditional methods of learning and assessment in Higher Education. This article considers feedback from a primary, small-scale empirical study of students taking an optional Civil Litigation and Dispute Resolution module which uses authentic learning and assessment practices. Evaluating student feedback from the module, and drawing on the existing literature, the paper concludes that introducing authentic learning and assessment opportunities in the undergraduate law degree has the potential to increase student employability, engagement, and skills development. Finally, the paper examines some of the barriers to incorporating authentic tasks in the law degree, and some “light touch” ways to introduce authentic “moments” in existing modules are explored.