The Relationship between the Legal Education and Training Reform Document (2006) and the Syllabi Inters of Delivery Methods and Assessment Modes
| dc.contributor.advisor | Kassaye, Woube (PhD) | |
| dc.contributor.author | Fentie, Worku | |
| dc.date.accessioned | 2019-06-13T14:11:47Z | |
| dc.date.accessioned | 2023-11-05T09:05:14Z | |
| dc.date.available | 2019-06-13T14:11:47Z | |
| dc.date.available | 2023-11-05T09:05:14Z | |
| dc.date.issued | 2008-06 | |
| dc.description.abstract | The purpose of the study was to analyze the delivery methods and assessment modes both in the reform document (2006) and the sample syllabi prepared following the document. In addition, the relationship between delivery methods and assessment modes of the document with that of the sample syllabi and the factors causing incompatibility between the document and the sample syllabi as regards delivery methods and assessment modes were analyzed. To this end, qualitative (content analysis) and quantitative researc.h methods were employed. The document analysis was carried out in such a way that parts of the document that have a bearing to delivery methods and assessment modes were chosen and analyzed. In relation to the sample syllabi, out of forty four syllabi, fourteen were randomly selected and analyzed by choosing parts of the syllabi which have importance to answer the research questions. The other instrument used is questionnaire. To collect supplementary data, questionnaire was prepared and administrated to twenty Bahir Dar University Law School instructors. The other data collection instrument used is interview. The data collected from the three sources were organized, analyzed and triangulated. Then, it was found out that the delivery methods' standards in the document are quite appropriate. Though there are important delivery methods missing and there are methods not given emphasis, the delivery methods in the sample syllabi are appropriate. And the relationship between the document and the syllabi in this respect sounds good. As regards assessment modes, the assessment modes in the document are limited in variety and more of paper-and-pencil type. Those in the syllabi, though·they·are better than those in the document with respect to variety, more emphasis is given to formal (paper-and-pencil) type of assessment modes. So, the appropriateness of the assessment modes in the document and the syllabi is limited. Therefore, it seems reasonable to suggest that standards of assessment and modes of assessment in the Document be revised so that the standards are redesigned in such a way that they show assessment tasks to be carried out. And modes of assessment include more informal assessment modes like portfolio, role-playing, demonstrations, seminar, debate, etc. Delivery and assessment parts of the syllabi need to be revised so that missing delivery methods like dialogue, seminar, jurisprudential inquiry, videotape presentation etc be included and those like trial advocacy, simulation, role-playing, Socratic dialogue, case study etc be given emphasis. | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/123456789/18499 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa University | en_US |
| dc.subject | Relationship between the Legal Education | en_US |
| dc.title | The Relationship between the Legal Education and Training Reform Document (2006) and the Syllabi Inters of Delivery Methods and Assessment Modes | en_US |
| dc.type | Thesis | en_US |