Teaching as a focussed conversation: the use of incentive‐based preparation exercises

Abstract

In this case note I report on the introduction of incentive‐based preparation exercises into my law teaching. These exercises require students, at each seminar class, to hand in a written summary of their responses to focussed questions on course materials. These questions are directly related to the work required for the final assessment in the course. The preparation exercises are marked and returned at the following class, and a percentage of the final mark is assigned to students who complete the preparation exercises and attend the seminars. These exercises are based on the conception of teaching as a conversation involving dialogue between teacher, student and subject area, with a central focus on assessment requirements. In this case note I outline the factors that prompted this initiative, namely the uneven engagement of students in seminars and the lack of formative assessment to prepare students for final assessment. I present the main features and rationales of the initiative and the strategies for evaluating it. My conclusion is that the initiative significantly improves student engagement and provides an effective means of formative assessment. At the same time, certain issues require attention as an ongoing part of the conversation of teaching.