Do law students get the feedback they need?
Not consistently. In the National Student Survey (NSS), the Feedback theme aggregates student views on assessment responses across UK providers, and 57.3% of remarks are negative (index −10.2). In the sector’s law subject grouping used for comparison across providers, law comments show feedback takes 8.9% of the share and trends negative (−19.2), with concerns about marking criteria even stronger (−46.7). These baselines explain why students prioritise specific, timely, criteria‑referenced guidance they can apply on their next submission, and they shape the improvements described below.
Listening to the student voice through text analysis and surveys has changed the way feedback is understood and applied. Engaging with this feedback actively must reflect student needs and adapt to their evolving experiences and expectations. By including the insights gathered from law students, staff can improve the relevancy of feedback, making it a more effective tool for learning in the demanding context of legal education.
What feedback quality do law students say improves legal learning?
Students describe the most useful feedback as specific, detailed and constructive, tied to marking criteria and accompanied by examples of what success looks like. Generic comments frustrate because they do not help students tackle complex legal reasoning or refine arguments. The strongest practice combines concise rubrics, annotated exemplars and explicit feed‑forward that explains what to do next. Staff should align comments with the assessment brief and learning outcomes so students can connect theory with practice and implement improvements in the next task.
Why does timeliness of feedback matter in law programmes?
Prompt feedback sustains engagement and enables students to act before moving onto new content. Published turnaround standards and visible tracking set expectations and reduce uncertainty. Delays break the link between learning and improvement. Providers can use digital tools for rapid responses, set module‑level feedback schedules, and stage feedback (e.g., plan, draft, final) so students receive input when it has most effect.
How can providers ensure consistency across feedback and assessment?
Consistency builds trust. Standardised criteria across modules, shared rubrics and annotated exemplars reduce ambiguity. Teams should calibrate through quick marking sprints using common samples and add spot checks on specificity, actionability and alignment to criteria. Consistent tone and depth across markers helps students understand performance and next steps, irrespective of who marks their work.
Which feedback mechanisms work best and how should teams implement them?
Blend methods to suit law’s analytical demands. Digital platforms speed up responses and support iterative comments; short audio or screencast summaries can increase clarity. Face‑to‑face tutorials allow deeper questioning and targeted guidance. Peer review broadens perspectives and develops professional judgement when structured with checklists. Institutions should provide staff development, share exemplars of effective practice, and evaluate mechanisms each term so changes respond to student evidence.
How do cultural dimensions shape feedback in law?
Students’ expectations of directness vary. Some prefer explicit, unvarnished critique; others respond better to graduated guidance. Younger full‑time cohorts often report more negative experiences than mature or part‑time peers, so law schools should explain feedback purpose, model how to use it within modules, and create space for dialogue. Adapting style while maintaining standards supports inclusion and encourages engagement across a diverse cohort.
What challenges do staff face when providing feedback?
Large cohorts and complex assessments stretch staff capacity, risking generic or late feedback. Technology can streamline the workflow by templating criteria‑linked comments that tutors personalise, and by consolidating submissions, rubrics and return dates in one place. Course leaders should protect time for calibration and reflection, and distribute marking to maintain quality and timeliness.
How should law schools enhance feedback practice?
Make assessment clarity the priority. Publish realistic service levels for different assessment types and report on‑time rates; require criteria‑referenced comments with explicit feed‑forward; and use concise rubrics with exemplars. Strengthen operational rhythm with named owners for timetabling and course communications, a single source of truth for changes, and a “no surprises” change window. Build on teaching strengths by making routes to support visible and response expectations predictable. Keep resources easy to use so students focus on learning rather than wayfinding. Close the loop with brief termly “you said → we did” updates on changes to formats and turnaround.
What should law schools take from this?
Student evidence shows the feedback students want is specific, actionable and on time. Sector‑wide tone is negative on feedback, and in law the pressure intensifies around marking criteria. Providers that publish turnarounds, calibrate marking and integrate exemplars with criteria lift student confidence and help cohorts use feedback to improve.
How Student Voice Analytics helps you
Student Voice Analytics turns NSS open‑text into trackable metrics for feedback and assessment in law. It surfaces topic shares and sentiment over time, compares law with the wider university and the sector, and highlights cohort differences so you can target modules where tone is weakest. You can drill from provider to programme, export concise summaries for boards and external reviewers, and evidence improvement with like‑for‑like comparisons across years.
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