ABSTRACT Teaching a practical legal skill in a classroom setting can be challenging especially when the students are unlikely to have undertaken this type of practical task previously. The module considered in this research, Practical Legal Drafting, comprises taught sessions that first introduce the ‘rules’ of legal drafting and then allow the development of key skills. The module includes tutor led taught sessions, student in class group and individual activities, ongoing tutor verbal feedback in class, followed by a formative assessment, extensive specific individual written and generic online feedback, and finally face to face feedback on the formative assessment. The formative assessment is not a compulsory element of the module, the data for three academic years was analysed to determine whether those students who undertook the formative assessment were more successful in the summative assessment than those students who did not and whether it could therefore be said that this was evidence that the formative assessment was beneficial as a teaching tool. The student’s engagement with the feedback available on the Virtual Learning Environment was also assessed to determine whether any conclusions could be reached about the impact this may or may not have on student performance.

中文翻译：

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形成性评估和反馈作为学习工具在获得和提高实用法律技能方面的内在价值

摘要 在课堂环境中教授实用的法律技能可能具有挑战性，尤其是当学生以前不太可能承担过此类实际任务时。本研究中考虑的模块，实用法律起草，包括教学课程，首先介绍法律起草的“规则”，然后允许关键技能的发展。该模块包括导师主导的教学课程、班级学生和个人活动、课堂上持续的导师口头反馈，然后是形成性评估、广泛的特定个人书面和通用在线反馈，最后是对形成性评估的面对面反馈。形成性评估不是模块的强制性要素，对三个学年的数据进行了分析，以确定进行形成性评估的学生是否比未进行的学生在总结性评估中更成功，以及因此是否可以说这是形成性评估作为有益的证据教学工具。还评估了学生对虚拟学习环境中可用反馈的参与，以确定是否可以就这对学生表现可能产生或可能没有的影响得出任何结论。