ABSTRACT
Students tend to focus on assessments rather than on the extent to which they are developing their knowledge of law and their ability to communicate that knowledge in writing (and orally). This tends to frustrate academics, who do not feel that assessments are the ‘be all and end all’ of the learning experience at university. However, the student’s preoccupation with assessments is understandable, as it is the assessments that determine the degree classification you will achieve, and once out of university an employer may ask first what grades you got before discussing the skills and attributes you have as a person. By looking at the way you will be assessed by your lecturer, you should be able to improve your performance and concentrate a little more on what you are learning rather than on how you are being tested. It is less of a mystery than you think. This chapter will take you through an example of assessment and grading criteria that may be similar to the ones that will be used to assess your work, to help you to understand what lecturers are looking for.
