Home > Research > Publications & Outputs > Showcasing Street Law

Research

Links

Text available via DOI:

View graph of relations

Showcasing Street Law: The importance of students and staff working in partnership to provide and receive formative feedback

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Published

Standard

Showcasing Street Law: The importance of students and staff working in partnership to provide and receive formative feedback. / Jackson, Francesca; Patel, Nadia; Saban, Kathryn.
In: International Journal for Students as Partners, Vol. 9, No. 1, 19.05.2025, p. 251-260.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Jackson, F, Patel, N & Saban, K 2025, 'Showcasing Street Law: The importance of students and staff working in partnership to provide and receive formative feedback', International Journal for Students as Partners, vol. 9, no. 1, pp. 251-260. https://doi.org/10.15173/ijsap.v9i1.5939

APA

Jackson, F., Patel, N., & Saban, K. (2025). Showcasing Street Law: The importance of students and staff working in partnership to provide and receive formative feedback. International Journal for Students as Partners, 9(1), 251-260. https://doi.org/10.15173/ijsap.v9i1.5939

Vancouver

Jackson F, Patel N, Saban K. Showcasing Street Law: The importance of students and staff working in partnership to provide and receive formative feedback. International Journal for Students as Partners. 2025 May 19;9(1):251-260. doi: 10.15173/ijsap.v9i1.5939

Author

Jackson, Francesca ; Patel, Nadia ; Saban, Kathryn. / Showcasing Street Law : The importance of students and staff working in partnership to provide and receive formative feedback. In: International Journal for Students as Partners. 2025 ; Vol. 9, No. 1. pp. 251-260.

Bibtex

@article{fd14682217aa4bfd9d04543aea44c43c,
title = "Showcasing Street Law: The importance of students and staff working in partnership to provide and receive formative feedback",
abstract = "Formative feedback is noted as one of the most useful instruments for improving student learning in higher education (Irons, 2007; Gibbs & Simpson, 2004). This case study is a joint staff-student collaboration in which the authors showcase their innovative and novel approach to staff and students acting in partnership to provide and receive formative feedback when working on group projects. The authors discuss the practicalities of students taking the lead on receiving formative feedback through the introduction of student-led formative feedback team meetings with their tutors. In turn, the authors discuss the student voice regarding the importance of formative feedback, arguing that facilitating a mechanism for students to be actively involved in receiving formative feedback can provide autonomy in learning and can promote opportunities for development of key employment skills. The case study is set in context by demonstrating how this method of giving and receiving formative feedback is utilised in a “Street Law” module delivered at Lancaster University Law School.",
author = "Francesca Jackson and Nadia Patel and Kathryn Saban",
year = "2025",
month = may,
day = "19",
doi = "10.15173/ijsap.v9i1.5939",
language = "English",
volume = "9",
pages = "251--260",
journal = "International Journal for Students as Partners",
number = "1",

}

RIS

TY - JOUR

T1 - Showcasing Street Law

T2 - The importance of students and staff working in partnership to provide and receive formative feedback

AU - Jackson, Francesca

AU - Patel, Nadia

AU - Saban, Kathryn

PY - 2025/5/19

Y1 - 2025/5/19

N2 - Formative feedback is noted as one of the most useful instruments for improving student learning in higher education (Irons, 2007; Gibbs & Simpson, 2004). This case study is a joint staff-student collaboration in which the authors showcase their innovative and novel approach to staff and students acting in partnership to provide and receive formative feedback when working on group projects. The authors discuss the practicalities of students taking the lead on receiving formative feedback through the introduction of student-led formative feedback team meetings with their tutors. In turn, the authors discuss the student voice regarding the importance of formative feedback, arguing that facilitating a mechanism for students to be actively involved in receiving formative feedback can provide autonomy in learning and can promote opportunities for development of key employment skills. The case study is set in context by demonstrating how this method of giving and receiving formative feedback is utilised in a “Street Law” module delivered at Lancaster University Law School.

AB - Formative feedback is noted as one of the most useful instruments for improving student learning in higher education (Irons, 2007; Gibbs & Simpson, 2004). This case study is a joint staff-student collaboration in which the authors showcase their innovative and novel approach to staff and students acting in partnership to provide and receive formative feedback when working on group projects. The authors discuss the practicalities of students taking the lead on receiving formative feedback through the introduction of student-led formative feedback team meetings with their tutors. In turn, the authors discuss the student voice regarding the importance of formative feedback, arguing that facilitating a mechanism for students to be actively involved in receiving formative feedback can provide autonomy in learning and can promote opportunities for development of key employment skills. The case study is set in context by demonstrating how this method of giving and receiving formative feedback is utilised in a “Street Law” module delivered at Lancaster University Law School.

U2 - 10.15173/ijsap.v9i1.5939

DO - 10.15173/ijsap.v9i1.5939

M3 - Journal article

VL - 9

SP - 251

EP - 260

JO - International Journal for Students as Partners

JF - International Journal for Students as Partners

IS - 1

ER -