Assessment methods for built environment law

Tim McLernon

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    Abstract

    It is the function of the academic to ensure that assessment methods are in harmony with the purposes, the learning objectives and the intended learning outcomes of the module and/or the course. However, this function can be constrained by the regulatory framework.The purpose of this paper is to evaluate the practice of assessment of Built Environment Law. The content of the paper will draw on prescriptions in the literature relating to three key aspects of assessment, namely: why we assess student learning; what ought to be assessed; and how assessment should be carried out. The paper will explain the rationale behind the evolution and development of the assessment strategy for a level two undergraduate Built Environment Law module. It will briefly incorporate the views and preferences of a sample of students studying Built Environment Law at undergraduate level. The conclusions of the paper will inform assessment design practices for Built Environment Law curricula.
    LanguageEnglish
    Title of host publicationProceedings of the COBRA conference of the Royal Institution of Chartered Surveyors 6th – 7th September 2007, Atlanta, Georgia, USA;
    Pages113-115
    Publication statusPublished - 7 Sep 2007

    Fingerprint

    Law
    learning objective
    learning
    medication
    student
    curriculum

    Keywords

    • Assessment
    • Built Environment Law
    • Curricula.

    Cite this

    McLernon, T. (2007). Assessment methods for built environment law. In Proceedings of the COBRA conference of the Royal Institution of Chartered Surveyors 6th – 7th September 2007, Atlanta, Georgia, USA; (pp. 113-115)
    McLernon, Tim. / Assessment methods for built environment law. Proceedings of the COBRA conference of the Royal Institution of Chartered Surveyors 6th – 7th September 2007, Atlanta, Georgia, USA;. 2007. pp. 113-115
    @inproceedings{337f1c8cdfd940daaa5604d8b74b6099,
    title = "Assessment methods for built environment law",
    abstract = "It is the function of the academic to ensure that assessment methods are in harmony with the purposes, the learning objectives and the intended learning outcomes of the module and/or the course. However, this function can be constrained by the regulatory framework.The purpose of this paper is to evaluate the practice of assessment of Built Environment Law. The content of the paper will draw on prescriptions in the literature relating to three key aspects of assessment, namely: why we assess student learning; what ought to be assessed; and how assessment should be carried out. The paper will explain the rationale behind the evolution and development of the assessment strategy for a level two undergraduate Built Environment Law module. It will briefly incorporate the views and preferences of a sample of students studying Built Environment Law at undergraduate level. The conclusions of the paper will inform assessment design practices for Built Environment Law curricula.",
    keywords = "Assessment, Built Environment Law, Curricula.",
    author = "Tim McLernon",
    note = "Paper and two-page summary submitted to the “Law in the Built Environment” stream of the COBRA conference of the Royal Institution of Chartered Surveyors and published in; Borello, L. and Mobley, L.T. (eds.), Proceedings of the COBRA conference of the Royal Institution of Chartered Surveyors 6th – 7th September 2007, Atlanta, Georgia, USA; pp 113-115. Full paper retained electronically on COBRA2007 memory stick; published by Georgia Institute of Technology, Atlanta, Georgia USA. Reference text: Biggs, J. (1997) Enhancing Teaching Through Constructive Alignment, Higher Education. 32, 347-64 Biggs, J (1999) Teaching for Quality Learning at University, Open University Press, Buckingham. Boud, D. (1995) ‘Assessment and Learning: Contradictory or Complementary?’ in Knight, P. (ed.) (1995) Assessment for Learning in Higher Education Seda and Kogan Page, Birmingham Brown, G. (2001) Assessment: A Guide for Lecturers, LTSN Generic Centre, Assessment Series No 3, LTSN, York. Brown, G., Bull, J. and Pendlebury, M. (1997) Assessing Student Learning in Higher Education, Routledge, London and New York Brown, S. and Knight, P. (1994) Assessing Learners in Higher Education, Kogan Page, London and Philadelphia. Freeman, R. & Lewis, R. (1998) Planning and Implementing Assessment, Kogan Page, London Kehm, B.M. (2001) Oral Examinations at German Universities, Assessment in Education, Vol. 8, No. 1. Knight, P. (ed.) (1995) Assessment for Learning in Higher Education, SEDA, Kogan Page, Birmingham. Miller, A.H., Imrie, B.W. and Cox, K. (1998) Student Assessment in Higher Education, Kogan Page, London. McLernon, T. (2006) Construction Law and Professional Practice, University of Ulster module. QAA (2000), Code of practice for the assurance of academic quality and standards in higher education, Section 6, assessment of student learning, Quality Assurance Agency, UK. Shuell, T.J. (1986) Cognitive Conceptions of Learning. Review of Educational Research, 56, 411-436 Stray, C. (2001) The Shift from Oral to Written Examination: Cambridge and Oxford 1700-1900, Assessment in Education, Vol. 8, No. 1. Tyler, R.W. (1949) Basic Principles of Curriculum and Instruction, University of Chicago Press, Chicago",
    year = "2007",
    month = "9",
    day = "7",
    language = "English",
    isbn = "Electronic Memory Stick + Summary Hard Copy",
    pages = "113--115",
    booktitle = "Proceedings of the COBRA conference of the Royal Institution of Chartered Surveyors 6th – 7th September 2007, Atlanta, Georgia, USA;",

    }

    McLernon, T 2007, Assessment methods for built environment law. in Proceedings of the COBRA conference of the Royal Institution of Chartered Surveyors 6th – 7th September 2007, Atlanta, Georgia, USA;. pp. 113-115.

    Assessment methods for built environment law. / McLernon, Tim.

    Proceedings of the COBRA conference of the Royal Institution of Chartered Surveyors 6th – 7th September 2007, Atlanta, Georgia, USA;. 2007. p. 113-115.

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

    TY - GEN

    T1 - Assessment methods for built environment law

    AU - McLernon, Tim

    N1 - Paper and two-page summary submitted to the “Law in the Built Environment” stream of the COBRA conference of the Royal Institution of Chartered Surveyors and published in; Borello, L. and Mobley, L.T. (eds.), Proceedings of the COBRA conference of the Royal Institution of Chartered Surveyors 6th – 7th September 2007, Atlanta, Georgia, USA; pp 113-115. Full paper retained electronically on COBRA2007 memory stick; published by Georgia Institute of Technology, Atlanta, Georgia USA. Reference text: Biggs, J. (1997) Enhancing Teaching Through Constructive Alignment, Higher Education. 32, 347-64 Biggs, J (1999) Teaching for Quality Learning at University, Open University Press, Buckingham. Boud, D. (1995) ‘Assessment and Learning: Contradictory or Complementary?’ in Knight, P. (ed.) (1995) Assessment for Learning in Higher Education Seda and Kogan Page, Birmingham Brown, G. (2001) Assessment: A Guide for Lecturers, LTSN Generic Centre, Assessment Series No 3, LTSN, York. Brown, G., Bull, J. and Pendlebury, M. (1997) Assessing Student Learning in Higher Education, Routledge, London and New York Brown, S. and Knight, P. (1994) Assessing Learners in Higher Education, Kogan Page, London and Philadelphia. Freeman, R. & Lewis, R. (1998) Planning and Implementing Assessment, Kogan Page, London Kehm, B.M. (2001) Oral Examinations at German Universities, Assessment in Education, Vol. 8, No. 1. Knight, P. (ed.) (1995) Assessment for Learning in Higher Education, SEDA, Kogan Page, Birmingham. Miller, A.H., Imrie, B.W. and Cox, K. (1998) Student Assessment in Higher Education, Kogan Page, London. McLernon, T. (2006) Construction Law and Professional Practice, University of Ulster module. QAA (2000), Code of practice for the assurance of academic quality and standards in higher education, Section 6, assessment of student learning, Quality Assurance Agency, UK. Shuell, T.J. (1986) Cognitive Conceptions of Learning. Review of Educational Research, 56, 411-436 Stray, C. (2001) The Shift from Oral to Written Examination: Cambridge and Oxford 1700-1900, Assessment in Education, Vol. 8, No. 1. Tyler, R.W. (1949) Basic Principles of Curriculum and Instruction, University of Chicago Press, Chicago

    PY - 2007/9/7

    Y1 - 2007/9/7

    N2 - It is the function of the academic to ensure that assessment methods are in harmony with the purposes, the learning objectives and the intended learning outcomes of the module and/or the course. However, this function can be constrained by the regulatory framework.The purpose of this paper is to evaluate the practice of assessment of Built Environment Law. The content of the paper will draw on prescriptions in the literature relating to three key aspects of assessment, namely: why we assess student learning; what ought to be assessed; and how assessment should be carried out. The paper will explain the rationale behind the evolution and development of the assessment strategy for a level two undergraduate Built Environment Law module. It will briefly incorporate the views and preferences of a sample of students studying Built Environment Law at undergraduate level. The conclusions of the paper will inform assessment design practices for Built Environment Law curricula.

    AB - It is the function of the academic to ensure that assessment methods are in harmony with the purposes, the learning objectives and the intended learning outcomes of the module and/or the course. However, this function can be constrained by the regulatory framework.The purpose of this paper is to evaluate the practice of assessment of Built Environment Law. The content of the paper will draw on prescriptions in the literature relating to three key aspects of assessment, namely: why we assess student learning; what ought to be assessed; and how assessment should be carried out. The paper will explain the rationale behind the evolution and development of the assessment strategy for a level two undergraduate Built Environment Law module. It will briefly incorporate the views and preferences of a sample of students studying Built Environment Law at undergraduate level. The conclusions of the paper will inform assessment design practices for Built Environment Law curricula.

    KW - Assessment

    KW - Built Environment Law

    KW - Curricula.

    M3 - Conference contribution

    SN - Electronic Memory Stick + Summary Hard Copy

    SP - 113

    EP - 115

    BT - Proceedings of the COBRA conference of the Royal Institution of Chartered Surveyors 6th – 7th September 2007, Atlanta, Georgia, USA;

    ER -

    McLernon T. Assessment methods for built environment law. In Proceedings of the COBRA conference of the Royal Institution of Chartered Surveyors 6th – 7th September 2007, Atlanta, Georgia, USA;. 2007. p. 113-115