In LAW3019 (European and International Human Rights Law) assessment is by coursework. The first essay (40%) is a set question analysing technical aspects of treaty law. The remainder of the assessment is a research project split into an individual presentation (20%) and an essay (40%).

Students are free to choose their topic, as long as it broadly relates to a current human rights issue. This year, students covered a diverse range of topics including Australian asylum policy and law, extraordinary rendition of terrorist suspects, forced marriage, and discrimination on the grounds of sexuality.

The feedback from the students has been positive as this allows them to research a topic of particular interest to them, sometimes linking into other modules studied, sometimes to outside interests and future career plans. The external examiner has commented at last year’s exam board and in her report on the creative and topical nature of the assessment. In terms of key skills, the assessment facilitates the development of higher level skills in relation to research, analysis, and written and oral communication.

For more information about this assessment, please contact Kirstie Best, Subject Leader in Law (Kirstie.Best@northampton.ac.uk)

This case study is taken from the Institute of Learning and Teaching’s 2015 publication ‘Outside the Box Assessment and Feedback Practices’, available from the University’s Assessment and Feedback portal.

In the autumn 2012, a local General Hospital approached its local Higher Education Institution (HEI), the University of Northampton (UoN), to propose that pre-registration nursing students become involved in working with its Audit Department. Following extensive discussions and negotiations, it was jointly agreed to ‘pilot’ an opportunity for two third year adult student nurses to work on a pressure ulcer care audit as part of their third year dissertation. Supported by members of the Audit Department at the local hospital, and supervised by academic tutors with experience in primary research data collection techniques, the specially selected students embarked on a journey which was to revolutionise their own views of audit, as well as demonstrate to both the audit team and academic team the need to develop their own experiences of supporting student nurses who elect to undertake audit work.

Throughout the duration of the ‘pilot’ project, all parties involved in the process received extensive support from within both organisations. The students were supported in the ‘hub’ placement learning opportunity by their practice assessor, who had been extensively briefed by the Module Leader (ML) prior to the students’ arrival in their designated clinical area. The practice assessors were also in frequent communication with their University Clinical link person throughout the duration of the project. These Academic Links worked with the Practice Assessors to facilitate changes to the students’ working shift patterns as required to support the audit process. In addition, regular local meetings were undertaken between the ML and members of the audit department, clinical supervisors, to address concerns and queries as they arose and clarify both the communication mechanisms for the pilot and the academic requirements of the dissertation.

On completion of the project, the students were formerly invited to evaluate their unique experience via standard academic reporting mechanisms; and informally invited to meet with the Head of Nursing Developments (HoND) and ML to provide more detailed verbal feedback on the strengths and challenges of the pilot. Having completed the first phase of the audit pilot, the ML and HoND reviewed the project with the aim of identifying both the positive aspects and potential areas for improvement should the project be extended into a second phase with multiple-sites. After successfully completing their undergraduate dissertation and achieving their award, the student participants who participated in the pilot expressed both their satisfaction and enjoyment in being given the opportunity.

For more information about this assessment, please contact Dr Jacqueline Parkes, Associate Professor/Head of Nursing Developments (Jackie.Parkes@northampton.ac.uk) or Cindy O’Dell, Senior Lecturer Adult Nursing (Cindy.Odell@northampton.ac.uk)

This case study is taken from the Institute of Learning and Teaching’s 2015 publication ‘Outside the Box Assessment and Feedback Practices’, available from the University’s Assessment and Feedback portal.

At the end of a session ask students to draw a diagram, graphic organiser, model (you do have to explain these at first) to show their learning: what new knowledge, skills and ways of learning they have developed. Share and discuss models.

For more information about this assessment, please contact Elaine Batchelor, Subject Leader—Initial Teaching Training (Elaine.Batchelor@northampton.ac.uk)

This case study is taken from the Institute of Learning and Teaching’s 2015 publication ‘Outside the Box Assessment and Feedback Practices’, available from the University’s Assessment and Feedback portal.

“First year BA Advertising are given a live brief to deliver. Last year it was wrapping a taxi – see article here http://www.northampton.ac.uk/news/advertising-students-
take-part-in-a-taxi-wrap-challenge-to-promote-the-university-of-northampton.

This year they are working on developing a Mascot for the University and using it in a number of promotional situations, such as a Saints game or an awards ceremony. Next year, it will be something different. The main point is that it is real and they have to deliver everything from pitching for funding, through to execution.

I refer to the assessment as ‘Reportage’. A group report documents the steps in the process, with an emphasis on the role their team played. Also, this piece of work includes an individual reflection. I’m not sure that it is earth-shattering in terms of process, but it is authentic, very organic (full of challenge and uncertainty) and the student feedback has been very good”.

For more information about this assessment, please contact Kardi Somerfield, Senior Lecturer in Marketing (Kardi.Somerfield@northampton.ac.uk)

This case study is taken from the Institute of Learning and Teaching’s 2015 publication ‘Outside the Box Assessment and Feedback Practices’, available from the University’s Assessment and Feedback portal.

The BA in Policing programme uses an extended role play involving a robbery incident. This assessment requires students to deal with an incident from first report through to appearing in court to give evidence. The exercise requires them to devise their own investigative strategy and if they make the right enquiries, they are fed extra snippets of information that should lead to an arrest of the suspect. Students interview the suspect using the tape-recorded interview method and then submit the file to the Crown Prosecution Service for a decision as to whether or not to charge the suspect.

For more information about this assessment, please contact Bob Lyman, Senior Lecturer in Criminal Justice Practice (Bob.Lyman@northampton.ac.uk)

This case study is taken from the Institute of Learning and Teaching’s 2015 publication ‘Outside the Box Assessment and Feedback Practices’, available from the University’s Assessment and Feedback portal.