{"id":1162,"date":"2025-12-10T17:14:04","date_gmt":"2025-12-10T17:14:04","guid":{"rendered":"https:\/\/journals.staffs.ac.uk\/index.php\/we-do-not-like-old-fashioned-exams-the-innovative-use-of-alternative-assessments-on-a-law-degree-with-a-foundation-year\/"},"modified":"2025-12-10T17:14:04","modified_gmt":"2025-12-10T17:14:04","slug":"we-do-not-like-old-fashioned-exams-the-innovative-use-of-alternative-assessments-on-a-law-degree-with-a-foundation-year","status":"publish","type":"page","link":"https:\/\/journals.staffs.ac.uk\/index.php\/we-do-not-like-old-fashioned-exams-the-innovative-use-of-alternative-assessments-on-a-law-degree-with-a-foundation-year\/","title":{"rendered":"We do not like old fashioned exams: the innovative use of alternative assessments on a Law Degree with a Foundation Year"},"content":{"rendered":"<p><strong>Volume:<\/strong> 2<br \/>\n<strong>Issue: <\/strong>1<br \/>\n<strong>Year:<\/strong> 2014<br \/>\n<strong>Author(s):<\/strong> Dave Tapp Staffordshire University, Louis Martin Staffordshire University<\/p>\n<p>Assessment methods in Higher Education will always be vehemently debated and evoke a plethora of emotions, comments and opinions. This short study attempted to scrutinise how the use of alternative methods of assessments in a foundation year award affected student retention and progression from the access year on to the traditional first year of an LLB. Learners on the award completed a questionnaire about how they felt about their assessments. The findings are discussed and the authors enter into a discussion about the idea of complementing traditional timed exams with a suite of alternative and inclusive assessments. In conclusion the authors demonstrate that student retention and progression rate reached a rate of 95% for the 2012\/13 cohort.<\/p>\n<p><strong>Documents:<\/strong><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/We_do_not_like_old_fashioned.doc\">We_do_not_like_old_fashioned.doc<\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/We_do_not_like_old_fashioned.pdf\">We_do_not_like_old_fashioned.pdf<\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><br \/>\n<a href=\"https:\/\/journals.staffs.ac.uk\/wp-content\/uploads\/2025\/12\/\"><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Volume: 2 Issue: 1 Year: 2014 Author(s): Dave Tapp Staffordshire University, Louis Martin Staffordshire University Assessment methods in Higher Education will always be vehemently debated and evoke a plethora of emotions, comments and opinions. This short study attempted to scrutinise how the use of alternative methods of assessments in a foundation year award affected student [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-1162","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1162","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/comments?post=1162"}],"version-history":[{"count":0,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1162\/revisions"}],"wp:attachment":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/media?parent=1162"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}