Abstract:
The redesign of formal invigilated examinations, into non-invigilated online forms of assessment, has emerged as a key challenge for Law Schools around the globe in the wake of COVID-19, and the imperative to deliver many (if not all) assessments and examinations online. This challenge is one that has emerged for many professional schools and faculties, particularly those with external accreditation requirements. Formal invigilated exams have traditionally been utilised by many professional degrees in summative assessments and indeed are sometimes even imposed on Universities by accrediting bodies themselves.
This paper discusses some of the challenges that arise in this type of redesign work particularly in the context of professional law programs. The paper seeks to identify key redesign principles and best practices in this type of assessment redesign, so as to facilitate the redesign of assessments and exams that are fit for purpose, and which translate into the development of rigorous, high quality assessments and exams, that well recognise students’ learning and achievements, and also effectively mitigate academic integrity risks.
Speaker:
Professor Rita Shackel, Professor, The University of Sydney Law School
Rita Shackel is Law of Professor and Ethics and the Associate Dean Education at The University of Sydney Law School.
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