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.
|Title of host publication||Proceedings of the COBRA conference of the Royal Institution of Chartered Surveyors 6th – 7th September 2007, Atlanta, Georgia, USA;|
|Publisher||Royal Institution of Chartered Surveyors|
|ISBN (Print)||Electronic Memory Stick + Summary Hard Copy|
|Publication status||Published (in print/issue) - 7 Sept 2007|
Bibliographical notePaper 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.
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- Built Environment Law