The One-Minute Paper as an easy and powerful formative assessment tool for quality assurance in undergraduate´s Legal Sciences teaching

• Autores: Luis Corpas Pastor
• Localización: Investigación educativa ante los actuales retos migratorios / coord. por José María Romero Rodríguez, María Pilar Cáceres Reche, Juan-Carlos de la Cruz-Campos, Magdalena Ramos Navas-Parejo, 2021, ISBN 978-84-1122-021-7, págs. 689-698
• Idioma: inglés
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• Resumen

  • In the context of undergraduate university education, assessment at all times is important; but we have observed that process assessment has a strong room for improvement in the Civil Law Course II at the second semester of the second year of the Law Degree. This subject represents the legal content related to contracts and rights in rem, giving the student an overview of the different types of contracts, as well as the rights that fall on things, these rights that grant the holder a power to act erga omnes. By observation, we inferred that students in general had difficulty communicating with teachers, as they repeatedly failed in practical classes to apply the theoretical knowledge they had acquired. During the second semester of the 2019-2020 academic year, I was assigned the teaching of Civil Law II, much of it practical, and, with some occasional theoretical classes. The observation about the difficulty of grasping the theoretical messages was confirmed by the students, who demanded closer teaching. A simple method of quality assurance was carried out, through process evaluation: the ONE MINUTE TEST, which basically consists of asking two questions at the end of the theory class within the Civil Law II program, in the second semester (Lesson 11: Usucapion), to be answered in writing: What have you learned today? and What did you not understand?, in four subgroups (A1, A2, B1, B2) with a total N of 137 students, of which 98 (i. e. 56. 93%) attended classes. For our purposes, the sample was n=78 students. 100% answered the one minute test. 70 students responded consistently to what was explained as what they had learned that day (acquisition prescription and its characteristics), i. e. 89. 74%, while 8 students failed to answer the first question. Of the 70 who answered the first question correctly, only 6 asked for clarification of the difference between the ordinary and extraordinary limitation period for movable or immovable property. The eight who could not answer the first question, also consistently, said that they had not been paying attention, and that they were actually going to study “on their own. ” Only one replied that he wanted to be reexplained. The results indicate that the mere formulation of these questions strengthens students' self-esteem: they know that we care about their learning. It is a process assessment or formative assessment with great advantages for the faculty and for each student. For the teacher, it is a way of controlling the quality of teaching. It indicates which more arid contents can be explained in more detail and for the students, it is a direct way of communication with the teacher, in which they individually express their learning difficulties, together with a continuous assessment of their acquired knowledge.