Educating the Law of Conveyancing Students Through Students-Generated Video Assessment: A Way Forward

Abstract

Law students at the university are taught substantive and procedural law subjects to prepare them for law practice. Thus, during physical class, the students' assessments are dominated by applications, legal opinions, and essay writings. Online assessments during online class (ODL) require more than just copying and pasting cases or lecture notes. In line with the motivation theory, students shall indulge in their reading and preparing assessments to nurture a comprehensive understanding besides an interest in the substantive or procedural law. Therefore, it is imperative not only to analyse students' video-generated assessment as an effective mode of assessment but also to determine the appropriate rubric. The creation of a video requires mind, inspiration, and interest to mould up throughout the editing process. Answering problems posed to them through video production incorporates knowledge, analytical assessment of the issues, and concluding the findings to ensure every aspect of the issues is addressed. This paper aims to evaluate whether video assessment during ODL is in line with the theory of motivation that enhanced students' understanding of online classes. This is qualitative research whereby a doctrinal method is engaged that reflects a better perception by students for video assessment compared to applications of law through writings. As such, 209 students from the Faculty of Law, Universiti Teknologi MARA were selected as the respondents. This study concluded that using video creation as a form of assessment enhance law students’ communication skill to impart professional legal advice through a creative role-play. This exercise allows the students to improve their understanding of conveyancing law and procedure in a more casual yet effective method. To ensure efficacy, the rubric for video assessments shall be clear, precise, and lecturers should convey their reflections to students. It is also important for educators to find out whether the findings of this paper can further be distinguished by the gender of the students. Thus, this study can further be expanded by relating these findings to the gender of the students.