Voice your Concerns: Examination Feedback 21/22

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Once again, ELSA Malta’s academic office has gathered the student body’s feedback and queries regarding the past semester including the assessment and examination session through an academic questionnaire that aims to shed light on the main difficulties that students faced and what they would like to see changed moving forward.

We are proud to say that this questionnaire has proved to be successful over the years with the Faculty of Laws having implemented several ideas in response to the issues highlighted in these reports. Examples of these include the extension of faculty opening hours and the publication of examination timetables being done earlier than usual.

The compilation of these reports through academic questionnaires ensures that students are always involved in the decisions taken by Faculty.

The total amount of responses adds up to 79.

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Question 1: Year of Studies

LL.B I: 12 LL.B II: 20 LL.B III: 27 LL.B IV: 11 M.Adv: 9 M.Not: 0 H. Dip. LP I: 0 H. Dip LP II: 0

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Question 2: How would you rate your academic experience in the law course from 1-10 (1 being the least positive and 10 being the most) OVERALL this year?

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Question 3: What reasoning motivated the above answer?

A lack of organisation and clarity was the most common answer amongst students as to what motivated their response with many students citing the confusion over the format of examinations (whether they were going to be held online or physically) as impacting their overall experience. This held true also with regards to communication and coordination between Faculty, lecturers and students, especially concerning notice regarding methods of assessment and cancellation of lectures. Many students commented on the fact that they felt Faculty and lecturers alike were working against the interests of the students as opposed to advocating in favour of them.

On the other hand, those who rated their academic experience highly commented on the fact that providing students with online options to follow lectures was a major contributing factor to the rating. However, across the board, there was acknowledgement that there exists a lot of room for improvement in relation to the hybrid system since as it currently stands, there is a lot of confusion and a lack of professionality. In addition, the use of open-book exams as a method of assessment in the previous exam session impacted positively the ratings provided.

The lack of designated ‘Prattika’ hours within the timetable, as opposed to other courses with similar requirements, was another repeatedly noted concern that students claimed created more unnecessary stress on their shoulders trying to cope with everything.

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Question 4: How would you rate your personal experience when dealing with the Faculty’s Administrative Staff from 1-10?

Question 5: What reasoning motivated the above answer?

While many commented that administrative staff were helpful when approached, the primary concern noted by students was one of communication. It was repeatedly stated that the administrative staff is difficult to contact, are disorganised and that students are often left in the dark on pertinent issues such as the aforementioned mode of examination. Many feel that the priority of the administrative staff is not on the well-being and progression of the students and that student needs and concerns are not prioritized.

Overall, the responses indicate that when Faculty is concerned, the response is of a ‘hit-or-miss’ nature with there often being issues of staff not being informed not being in a position to help and a lack of coordination.

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Question 6: Do you have any suggestions on how this can improve?

Students suggested increased transparency and more efficiency, especially with regards to communication with students and publication of results in a timely manner in order to improve the administrative staff making up Faculty. Moreover, it was noted that often Faculty approaches situations with a lack of humanity and being more empathetic and considerate towards the needs and circumstances of students was a suggestion repeated often.

A lack of discussion with students when taking major decisions was identified and many students commented that a potential solution to this issue could be solved by taking student ideas into consideration. In this regard, Faculty being forward-thinking and not acting solely in a reactionary manner to student dissatisfaction was contemplated, i.e. becoming more proactive.

One of the more repeated suggestions was the inclusion of clear syllabi for the various study units beyond the learning outcomes on the course programme.

Question 7: Do you think this year’s assignment titles were published in a timely manner?

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Question 8: Do you think there us enough information to make an informed choice when choosing your electives?

Question 9: If you answered no, what can be done to improve the situation?

The aforementioned suggestion to provide relevant information regarding the various study units including electives in the form of a structured syllabus including an exact programme of study, reading material and examination method was the most discussed improvement that could be made. Other suggestions included an event dedicated to getting to know electives headed by the lecturers themselves.

Many students also used this question to petition the inclusion of more study units further adapted to the realities we are facing today including ones on Blockchain, climate and duediligence money laundering procedures.

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Question 10: Do you think you are advised appropriately and within a reasonable time when there are any changes to or cancellation of lectures?

Question 11: Give reasons for your answers.

With regards to being informed concerning cancellations of lectures, the majority of students commented that this practice was not consistent. It was noted that occasionally students are notified within a reasonable time but in the majority of cases, the amount of time between students being informed and the supposed lecture is not sufficient to prevent the resultant waste of time and hassle. It was pointed out that this situation has been aggravated by the format of the current hybrid timetable. Better time management, planning and due diligence regarding next day’s lectures were advised.

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Question 12: Do you think that a clearer and more structured syllabus would help you in better understanding the concept of the respective topics and make studying easier?

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EXAMINATIONS Question 13: Do you think this year's examination timetable and format were published in a timely manner?

Question 14: If applicable, how do you rate your dealings with Faculty during the examination period?

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Question 14: Give reasons for your answer.

While many students commented that they found Faculty helpful and efficient when they had personal queries, various other students were dissatisfied saying that Faculty were disorganised and difficult to reach during exam periods. Communication was once more the prevalent issue in this regard. Students also pointed out the inefficiency of being informed regarding the format of examinations and commented on the unfair and precarious position it put them in. Here, the lack of humanity of Faculty and Faculty decisions was once again emphasised with students feeling that Faculty was not considerate of the COVID-19 situation and felt the uncertainty caused by the indecision aggravated an already tumultuous and stressful period.

Various students gave practical examples of their encounters with Faculty that left them unsatisfied with many dealing with the blunder that occurred in relation to the LL.B II CRL2006 examination where last-minute changes confused the students.

Question 15: Did you find the online format of examinations more conducive to learning?

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Question 16: Do you believe exams should continue to remain open-book when we return to physical examinations?

Question 17: Give reasons for the above answer.

It is evident that students are in favour of open-book examinations, especially in a post-COVID-19 world. The most cited response as to why was the futility of learning the law by heart. It was argued that having an open book exam gives a better simulation of real working life, making examinations more practical, and is a more conducive method to enable further researching and active learning. Students commented that open-book exams engage critical thinking skills and enable assessment based on understanding the content holistically as opposed to parroting information. Moreover, in terms of mental health, open-book exams are termed to be less burdensome than closed-book exams and are less stressful.

Also, various students are concerned about transitioning to physical closed-book exams considering they haven’t adapted to this situation from LL.B I and now will have to tackle this change with more hefty subject matter.

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Question 18: Do you have any suggestions for future examination sessions?

As mentioned, students have advocated in favour of open-book exams and commented that what is needed for this to occur is the setting of clear guidelines for this format and to ensure that the questions set by the lecturers are appropriate for this form of exam. In addition, a revamp of exams to make them more based on a case-studies was pushed for.

While students have made it clear that they would prefer for exams to remain online, they also commented that should exams return to physical exams, they should remain typed. This is because it was argued that writing, especially in such a restricted time period has become obsolete.

Finally, the publication of the timetable was focused upon with students calling for it to be released as early as possible with all the necessary clarifications in order that they may prepare more appropriately.

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Assessment Methods

Question 19: What is your preferred assessment method?

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Question 20: Give a reason for the above answer.

A majority of the respondents agree that assignments are their preferred method of assessment.

Many point out the fact that this is how a lawyer works in practice. They analyse a case and then take their time in order to build and structure their arguments in the best way possible. Moreover, many also mention the fact that assignments help students to truly understand a certain topic.

This is because they have time to conduct extra research and slowly construct a coherent argument.

A large portion of the respondents chose online exams as their preferred method of assessment.

Students point out that this way of assessing is the best way to enhance critical thinking skills.

Many agree that remembering things by heart is not the best way to assess a student on their knowledge of a particular subject. A large number of students believe that a combination of openbook exams and different exam formats such as case studies is the way forward.

A total of 4 students were in favour of closed-book exams while a total of 2 students opted for oral examinations as their preferred method of assessment. In relation to oral examinations, students pointed out that this will help students think on their feet.

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Question 21: Do you believe tutorials are helpful in preparation for examinations or assignments?

Question 22: Give reasons for the above answer.

60.8% of respondents agree that tutorials are, indeed, helpful for examinations and assignments.

Most students mentioned that smaller groups are better for more fruitful discussions as opposed to normal lecturers where discussions are more difficult to handle due to the large number of students. Apart from this, some students also pointed out that it is easier to ask questions in tutorials. Therefore, tutorials are also a great opportunity for students to ask questions.

On the other hand, 39.2% disagreed with this and felt that tutorials are not helpful in preparation for examinations and assignments. Some students touched upon how some tutorials are too similar to lectures. They emphasised that a different approach to teaching must be taken in tutorials.

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Question 23: Do you believe there are study units that ought to consider a change in the manner of assessment, i.e. from assignment to examination or vice-versa?

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Question 24: If yes, please specify which study units and give reasons as to how they can be improved?

A lot of the respondents mentioned that the Law of Obligations study unit is not assessed in the right manner. Many stated that there is way too much material to learn by heart, therefore, an exam weighing 80% of the mark is not the most efficient way to teach students the subject. The assignment, which only contains 10% of the mark, should be at least half of the mark or more to give students the opportunity to research the unit well.

Furthermore, many students pointed out that the 10% exam regarding Administrative law which is held in February is completely unnecessary. Students mentioned the fact that there is a lot of material to study considering the fact that it is only a 1-hour exam.

Moreover, some of the respondents stated that European Law in 2 years should have an assignment component together with the exam. This ensures that owing to the fact that there is a lot of material, one can truly understand the study unit instead of remembering everything by heart just for the exam in June.

Question 25: Do you have any suggestions for Faculty with regards to the methods of assessment currently in use?

In this section, many reiterated that assignments and open book exams are the way forward with regard to learning. They highlight the fact that the old-fashioned attitude that physical exams are the best possible way to assess students has to be replaced with a more modern approach. The majority of respondents feel that open book exams are the way forward.

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Changes in law course and student organisations

Question 26: Is there anything in particular that you would like to see introduced by Faculty or student organisations that would be beneficial to your studies?

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Question 27: If yes, kindly specify what you would like to see introduced.

Many students agreed that, like other courses, prattika should be introduced as placements within the law course itself. With regard to this, some students also pointed out that more prattika opportunities should be offered by faculty. Such opportunities are essential for students to get used to this line of work.

Moreover, the majority of the respondents agreed that more modern elective units should be introduced within the law course. Many new concepts, such as blockchain, are having a big impact on the legal profession. It is a matter of time that importance is placed on these new concepts.

Apart from this, a number of students felt that student organisations need to start taking an active approach rather than a reactive one. It is important to address issues in different and better ways instead of posting the usual Facebook post.

Question 28: Is there anything in particular which you would like to see changed within the law course?

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Question 29: If yes, kindly specify what you would like to see changed.

A majority of the respondents agreed that faculty hold on to many old-fashioned ideologies such as the favourable attitude towards closed-book exams rather than assignments and open-book exams, and the prejudiced attitude towards students doing prattika. Students feel that these lines of thought should be re-evaluated by faculty and consider more modern approaches.

Besides, many students also pointed out that they are not provided with the adequate information and knowledge to make a decision as to which masters to opt for. This has been a problem for many years and has never been truly addressed. We as ELSA Malta organise a yearly event called ‘Introduction to Notarial Studies’ in order for students to get a better idea of what the profession entails.’ Therefore, faculty can surely do something similar so students can make a more evaluated decision .

Also, a majority of Master of Advocacy students complained about the study unit LAW5012. The students stated that although the intentions behind the study unit are of good nature, it simply has to be managed in a better way. Not only is 8 hours a week a lot for students, especially considering that they have obligatory prattika, but Civil and Criminal procedures lecturers end up rushing through the material due to the large amount of time allocated towards LAW5012.

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Question 30: Do you feel that student organisations were helpful in terms of solving queries and issues that arose during this semester?

Question 31: If no, do you have any suggestions on how this can be improved?

Some students felt that student organisations are too complacent at times and need to take a stronger stance with regard to issues with the faculty. On the other hand, some pointed out that student organisations try their best to solve students’ problems, but faculty tend to make things more difficult. Although student organisations can address the student body’s opinion on different issues, the final decision is always taken by the faculty.

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