A KM-driven formative assessment framework to problem-solving for law academics teaching first year non-law students
This conceptual paper discusses the need for Knowledge Management (KM) intervention in strategising formative assessment for non-law students studying law.It proposes a unique approach through formative assessment to tailor an effective response to the challenges faced by law academics teaching...
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Main Authors: | , , |
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Format: | Conference or Workshop Item |
Language: | English |
Published: |
2016
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Subjects: | |
Online Access: | http://repo.uum.edu.my/20081/1/KMICe2016%20197%20202.pdf http://repo.uum.edu.my/20081/ http://www.kmice.cms.net.my/kmice2016/files/KMICe2016_eproceeding.pdf |
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Institution: | Universiti Utara Malaysia |
Language: | English |
Summary: | This conceptual paper discusses the need for Knowledge Management (KM) intervention in strategising formative assessment for non-law
students studying law.It proposes a unique
approach through formative assessment to tailor an
effective response to the challenges faced by law
academics teaching first year non-law students.
The research culminates with a formative assessment framework hereafter referred to as KMIRAC.The conceptual framework embodies tenets of KM manifested in two distinct stages, Stage 1 being the IRAC equation to problem-solving and Stage 2 being the critical elements of authentic assessment.Both stages 1 and 2 are aimed at assisting and providing law academics with a toolkit in teaching first year non-law students. |
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