Self-assessment of contribution to web discussion

Discipline Area

Law.

Key assessment issue addressed

• The subjects are offered by distance study using web based communication.
• Students were to have some flexibility in the time, place and which discussion questions they contributed to.
• Motivation had to be high.
• Students needed to contribute original thought (as opposed to 'the answer')
• Students needed to have a clear idea of what was expected of them in terms of assessment criteria and learning objectives

The initiative

The assessment regime is as follows:

Lead paper - 1 question 40%
Web based discussion - no less than 5 questions 40%
Reflection and self assessment 20%

There are 15 problem questions, each of which pose one or more ethical dilemma. Each question is discussed over a week using asynchronous web discussion. Students are allocated the task of leading the discussion on one question and writing a paper summarising both the discussion and the law and the close of the discussion week. Students are also required to participate in the discussion of no less than 5 other questions. To do this, they must adopt the role of a key stakeholder (e.g., a colleague or client). Students self assess their contributions using assessment sheets published online. Students must also complete a short reflection on their learning at the completion of the web discussion.

Assessment criteria are set out on feedback sheets, which are published in the printed Learning Guide and also online. The criteria match the learning objectives. The learning objectives are sequential and represent the progressive levels of understanding that students are expected to explore.

Student feedback has been positive. Some say it is the most enjoyable course they have completed. All students to date have made positive comments. Marks have been higher than expected with a gap between the credit and above marks and the bare passes.

The reason for the initiative's effectiveness

The assessment structure forms a web of connections between the learning objectives and the assessment tasks. The assessment tasks push the students to achieve the learning objectives.

One message from this initiative is that some students do not devote the time or effort required to pass the subject and perhaps these students would prefer, or are more used to, 100% exams. There may be one or two out of 60 to 80 students like this each semester. If students do participate the assessment structure makes it difficult for them not to do well. Students who immerse themselves within the subject and take the time to reflect and share their insights do very well and inspire others to do the same. Students share their learning experiences.

Benefits to staff include not having to push students or try to motivate them. Benefits to students include a move away from the telling mode to student centred learning. Students know what is expected of them and have the opportunity to assess their own performance.

Further details

Sharon Hunter-Taylor
Lecturer, Flexibility Co-ordinator Professional Program
Faculty of Law
University of Technology Sydney
Sharon@law.uts.edu.au