Engaging and motivating students: Assessment to aid student learning on a first year core law module

Abstract

This article examines changes to a first year module introduced in response to reviewing research evidence on barriers to student learning. The thinking behind the changes is underpinned by research literature in relation to improving student performance and research evidence in the area of consciousness studies. The evidence from research studies is examined both in terms of the nature of transformative learning and the manner in which learning takes place. The article examines how student learning on the course has improved and poses the question whether assessment for and as learning may have a transformative effect. © 2009, 2009 The Association of Law Teachers.