Abstract:

Strong competition in higher education forces law faculties to deliver graduates that have the practical experience expected by the profession, whilst instilling a sound academic basis for the students.

To ensure that students become lifelong learners and assessment is not merely a tool for certification (Bourner 2004:46), the need arises to re-evaluate assessment approaches. As lecturers in two post-graduate coursework modules at the University of the Free State (UFS), South Africa, the authors realized the importance of pursuing more effective assessment practices to achieve this goal. The aim of this paper is to evaluate the feasibility of the patchwork text (PWT) as an alternative assessment instrument, which is uniquely implemented in these modules. In the context of this paper, the PWT, is seen as an alternative assessment instrument made up of challenging tasks (‘patches’) related to real life situations and shared in a critical way with peers; and after selection between peers is presented in an abbreviated portfolio where a final reflection presents the ‘stitching together’ of the learning (Winter 2003:112). The PWT develops important generic skills such as a macro vision of the field of study, critical thinking skills, technology skills and teamwork through peer discussion.

This paper will critically evaluate this instrument, against the coursework essay and portfolio, by focusing on the advantages and disadvantages of each. The main objective of this paper is to identify whether the PWT is a viable assessment instrument in post-graduate law modules that forces students to engage with the study material on a continuous basis. A secondary objective is to determine whether the PWT succeeds in achieving the learning outcomes of the modules.

Since the authors of this paper are intimately involved in the process of implementing the PWT and need to evaluate critically the success of this assessment instrument, the most suitable research methodology for this paper was found to be the action research approach. “Action research is a form of collective self–reflective inquiry that participants in social situations undertake to improve…their own social or educational practices; the participants understanding of these practices and the situations in which they carry out these practices” (Kemmis and McTaggart 1988:5). The authors utilized the action research methodology by planning the assessments, implementing it in the two modules, observing the effects of the assessment instrument and reflecting on these effects in a critical manner with the aim to improve the assessment instrument and their current practices.

The paper concludes that use of this instrument forced students to engage intimately with the study material. It is also concluded that the development of the specific tasks not only developed different generic skills, such a group-work, use of technology and legal writing, but also ensured critical reflection on the learning material. The final stitching together of the patches ensured the development of a macro-vision by students in the field of study. The feedback from both the external moderators and students was very positive and the recommendations will be included in the future development of this instrument.

Keywords:

Patchwork text, Post graduate modules, Lifelong learning, Alternative assessment instruments, Authentic assessment.