The challenges of assessment design in Constitutional Law teaching

In Constitutional Law, it is often posited that teaching and assessment is complex, onerous and student-focussed. This paper centres the teacher-educator in the midst of the Covid pandemic in Australia.

Our research examines three key aspects of assessment design in compulsory Constitutional Law units. First, the choices constitutional law teachers make in designing assessment tasks. Secondly, constitutional law teachers’ own assumptions and attitudes towards assessment generally and their own assessment practices. Thirdly, what constitutional law teachers perceive to be their colleague's views about assessment.

This paper presents preliminary results from a mixed methods survey undertaken in 2021 of constitutional law teachers, in order to examine practices, motivations and assumptions of constitutional law teachers.