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the broad area of knowledge isTheinterpretation and application of lawand includes: the interpretation and application of statutory law(sti); the interpretation and application of case-law (cl); and recognition and understanding judicial rea-soning (jr).The totals in the relevant variables (shown in brackets above) are added together to show how thestudent has performed in each broad area of knowledge. This is done separately for right answers, wronganswers and unanswered questions. For example, the numbers in the variableschr;lmpr;legr; andcsrare added together intotal1rto show the correct answers in this broad area of knowledge, whilechw;lmpw;legw; andcsware added together in ’total1w’ to show the incorrect answers in this same area.The variableschn;lmpn;legn; andcsnare added together intotal1nto show the unanswered questionsin this area. The same type of process can be used to produce data in relation to other specified learningobjectives.Finally, we can calculate the student’s score for the test and place it inscore. This is done by takingthe number of correct answers (already contained in the variablerans) and doing whatever arithmeticcalculation is needed to express it as a final mark. In the test now being discussed, a mark out of 15 isneeded because the test counts for 15 per cent of the overall assessment for the subject. The number inransis therefore divided by 2.667 and the result placed inscore.6Presenting Information as FeedbackUsing routines to analyse the basic data and extract additional information in the way describedabove is only the initial stage of actually providing feedback to a student. The next step is to build aninterface that presents this data appropriately. The information available is sufficient to provide quitedetailed feedback if it is built into a careful sequence of explanation, coupled with comment and advice.This should be presented in a clear, friendly, constructive and flexible way. One possibility is to follow
78Michael Lambirisa traditional web-page design, with a list of contents on the left of the screen to indicate the extent andstructure of the available feedback, with direct hyperlinks different sections. See figure 2 below.As far as possible, the feedback should be individualised, by displaying the particular student’s owndata. In addition, particular comments and advice can be displayed selectively, depending on whetherthe particular student has a good score, an average score, or a poor score. The screenshots below provideexamples. To script a full range of alternative comments and advice requires considerable forethought butthe result is worthwhile. The feedback can also include information about how the individual student’sperformance compares to the class as a whole. And it can usefully include information and advice aboutfuture tests, for example, what new forms of question will be encountered, and what specific preparationmay be needed. Students are very receptive to such information in the immediate aftermath of a test. The