A semi-recent trend of disappointingly low levels of student participation in taking up formative assessment opportunities offered to undergraduates, for example tutorial questions for discussion, mock exams and formative coursework, has contributed to the general perception that students are not engaging with grading criteria before assessments. In response, the author conducted a project resulting in the development of an innovative learning and teaching strategy for final-year undergraduate law students at The City Law School, City University London.
This article introduces readers to the "hybrid peer/self-assessment activity" before turning to consider two sets of telling results arising from the project: (1) statistical data on student performance, and (2) student feedback collected by online survey.
The author presented the project previously to The City Law School colleagues in the form of a poster. This article elaborates on the context of the project and provides a discussion of the project's aims, methodology, theoretical basis and results
