Problem based learning in legal education: Intentionally overlooked or merely misunderstood

Abstract

FORMATIVE ASSESSMENT is widely considered to be central to student achievement. Unfortunately, however, on modules with large numbers of students, there is not sufficient time for academic staff to provide written feedback to all students on a regular basis. It is proposed that a potential solution to this problem is the provision of online multiple‐choice questions (MCQs) which generate detailed feedback to students who attempt them. This article critically analyses the implementation of online MCQs as a form of formative assessment on an undergraduate level three equity and trusts module. It is argued that MCQs, when prepared in the light of relevant academic theories and implemented appropriately, are a means by which deep learning can be stimulated and tested with sufficient rigour, and are therefore a suitable method of formative assessment at undergraduate level. It is also argued that there are significant advantages to be gained from making the MCQs and feedback available to students online. Analysis and synthesis of available data from the module in question bears out these arguments, suggesting that the provision of online formative assessment in this manner is indeed beneficial to students.     

Toward a stakeholder-based policy process: An application of the social marketing perspective to environmental policy development

This article suggests that the application of social marketing principles to the public policy process can facilitate the efforts of governmental policy-makers and non-governmental stakeholders to articulate their policy desires and to encourage the adoption and acceptance of particular environmental policies. A conceptual framework is presented, emphasizing both the influence of stakeholders on environmental policy development and the education of stakeholders as to the potential effects of the policy. The purpose of such a conceptualization is to show how social marketing principles can be applied to the public policy process in order to enhance the likelihood of successful policy development and implementation.     

An electoral calculus? Dual incentives and committee assignment in the UK’s mixed-member legislatures

Although mixed-member electoral systems offer an apparent opportunity to observe how different rules shape politicians’ behaviour, ‘contamination’ between the SMD and PR-list tiers has frequently confounded academic work. Investigating Scotland and Wales’ mixed-member legislatures by exploiting their different chamber sizes and an unusual dual candidacy prohibition in Wales, modelling of committee assignments uncovers a split finding. Controlling for membership of the lead governing party, list members have a higher committee workload than their constituency colleagues, and members with previous employment experience in justice and health are more likely to be assigned to the corresponding subject committee once elected. Elsewhere, expectations that members might seek assignments that best suit theorized re-election interests are not found. The hypothesized influence of electoral rules is strongly conditioned by the small size of the legislature in Wales.