Assessment and Feedback in Law: Learning from the Best Practices of the UK Higher Education

Assessment and feedback play a crucial role in the successful planning and delivery of any course and module at the higher education (HE) level. They are also significant and distinctive in law for: 1) imaging a deviation from the mastery of a pre-settled set of skills to the ‘cultivation of autonomy’ and ‘critical thinking’, and 2) for underscoring the correlation between ‘personal development’ and the ‘resulting benefits’ to society by transferring the students into productive citizens. Yet, a closer look at our practice as HE educators reveals fallacious speculations and misunderstandings surrounding the assessment and feedback. In this paper, taking examples from the best practices of UK higher education, a reflection is made on an ingrained conceptualisation of assessment and feedback practice in law to ameliorate our practice moving forward, which is effective in responding to new situations that arose in post-pandemic HE landscapes.