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Browsing by Author "Berger, Dan"
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Bayes and the Law
Berger, Dan (2016-03-09)Although the last forty years has seen considerable growth in the use of statistics in legal proceedings, it is primarily classical statistical methods rather than Bayesian methods that have been used. Yet the Bayesian ... -
Enhancing student performance and employability through the use of authentic assessment techniques in extra and co-curricular activities (ECCAs)
Berger, Dan; Wild, Charles (2017-10-02)The paper advocates the use of authentic assessment techniques, delivered in extra and co-curricular activities (ECCAs), to augment and improve student performance on academic law degree programmes. A combination of formative ... -
Get Real: Using authentic assessment techniques to improve law degree academic performance’
Berger, Dan; Wild, Charles (2015-09-17)Authentic assessments are closely aligned with activities that take place in real work settings, as distinct from the often artificial constructs of university courses. The undergraduate law degree differs from many other ... -
Getting The Job Done: Using Authentic Assessment Techniques In Extra And Co-Curricular Activities (Eccas) To Improve Law Students’ Employability Prospects
Berger, Dan; Wild, Charles (ISERD, 2016-01-03)Authentic assessments are closely aligned with activities that take place in real work settings, as distinct from theoften artificial constructs of University courses. While the traditional ‘paper-based’ assessment strategy ... -
Giving Students the Third Degree: Using Authentic Assessment Techniques in Extra & Co-Curricular Activities (ECCAs) to Improve Teaching Standards on Academic Law Programmes
Berger, Dan; Wild, Charles (2015-10-06)Authentic assessments are closely aligned with activities that take place in real work settings, as distinct from the often artificial constructs of university courses. The undergraduate law degree differs from many other ... -
'Practice Makes Perfect': : Using authentic assessment techniques in Extra and Co-Curricular course (ECCAs) delivery to reflect the Solicitor's Regulation Authority's (SRA) change towards legal vocational stage delivery
Berger, Dan; Wild, Charles (2016-04-11)Authentic assessments are closely aligned with activities that take place in real work settings, as distinct from the often artificial constructs of university courses. As the Solicitors’ Regulation Authority (SRA) has ... -
Practice Makes Perfect: : Using authentic assessment techniques in Extra and Co-curricular course (ECCAs) delivery to reflect the Solicitor’s Regulation Authority’s (SRA) change towards legal vocational stage delivery
Berger, Dan; Wild, Charles (2016-06-01)Authentic assessments are closely aligned with activities that take place in real work settings, as distinct from the often artificial constructs of university courses. As the Solicitors’ Regulation Authority (SRA) has ... -
The proposed Teaching Excellence Framework (TEF) for UK Universities
Berger, Dan; Wild, Charles (2016-03-25)The role of universities within society has been the subject of constant discussion and conjecture amongst politicians, the public, as well as within the Higher Education (HE) sector itself. However, this issue has come ... -
The Proposed Teaching Excellence Framework (TEF): A Formula for Teaching Excellence
Wild, Charles; Berger, Dan (iafor, 2016-09-13) -
The Real Deal: Using formative assessment techniques in authentic assessment delivery, to improve law degree academic performance
Berger, Dan; Wild, Charles (2015-11-14)Accruing critical reasoning skills is a vital component in optimum academic law degree performance, yet the traditional ‘paper-based’ assessment methods are not best equipped to teach the skill, or monitor progress. However, ... -
Refining the traditional flipped classroom model: Teaching students HOW to think not WHAT to think
Berger, Dan; Wild, Charles (2016-04-12) -
Refining the traditional flipped-classroom model to optimise student performance on undergraduate degree programmes
Berger, Dan; Wild, Charles (2016-10-01)A paper which advocates the use of online lectures and face-to face workshops, together with an innovative third element – the skills-based face-to-face lecture – which is designed to improve and enhance students’ critical ... -
Response to ‘On the use of the likelihood ratio for forensic evaluation: response to Fenton et al’
Berger, Dan (2014-07-05) -
Social Media and the Student Experience
Wild, Charles; Berger, Dan (2015-10)The static paper-based School noticeboard is a thing of the past. There is no longer a need, or desire, for small groups of students to congregate around a central location. Advertised events are no longer printed on to ... -
The Teaching Excellence Framework (TEF): Would you tell me, please, which way I ought to go from here?
Berger, Dan; Wild, Charles (2016-08-22)The UK government’s Green Paper, ‘Fulfilling Our Potential: Teaching Excellence, Social Mobility and Student Choice’, presents both significant challenges and opportunities for universities. Whilst the quantitative element ... -
Turned on, tuned in, but not dropped out: Enhancing the student experience using popular social media platforms
Berger, Dan; Wild, Charles (2015-04-10) -
Turned on, tuned in, but not dropped out: Enhancing the student experience with popular social media platforms
Berger, Dan; Wild, Charles (2016-07-04)The days of a static paper-based noticeboard or wall-mounted cork board located in the hallways of University Schools and Departments is a thing of the past. However, the need and desire of students to stay ‘turned on and ... -
When ‘neutral’ evidence still has probative value: implications from the Barry George Case
Berger, Dan (2014-07-01)The likelihood ratio (LR) is a probabilistic method that has been championed as a ‘simple rule’ for evaluating the probative value of forensic evidence in court. Intuitively, if the LR is greater than one then the evidence ...