Educating the Law of Conveyancing Students Through Students-Generated Video Assessment: A Way Forward

Law students at the university are taught substantive and procedural law subjects to prepare them for law practice. Thus, during physical class, the students' assessments are dominated by applications, legal opinions, and essay writings. Online assessments during online class (ODL) require more than just copying and pasting cases or lecture notes. In line with the motivation theory, students shall indulge in their reading and preparing assessments to nurture a comprehensive understanding besides an interest in the substantive or procedural law. Therefore, it is imperative not only to analyse students' video-generated assessment as an effective mode of assessment but also to determine the appropriate rubric. The creation of a video requires mind, inspiration, and interest to mould up throughout the editing process. Answering problems posed to them through video production incorporates knowledge, analytical assessment of the issues, and concluding the findings to ensure every aspect of the issues is addressed. This paper aims to evaluate whether video assessment during ODL is in line with the theory of motivation that enhanced students' understanding of online classes.

face) is made possible before the outbreak of Pandemic COVID-19. However, even before COVID-19, several researchers (Walters, 2015;Schofield, 2017; suggest that student-generated video creation assessments are an innovative and emerging form of assessment in higher education. In affirmative, (Ferdian, 2019) concluded from the research that assigning students to make video project assignments was a powerful pedagogy that could benefit in developing students'learning skills.
During semester December 2020/March 2021, students who registered for Law of Conveyancing course are given factual situation where they are required to advise a client who intends to purchase a property (together with a building). The client seeks a lawyer's advice on the procedural aspect of the conveyancing process from the beginning until the client is registered as the new proprietor of the said property. Students are instructed to create a video in a group to answer the legal process of transferring land. Ryan (2013) affirm that a video creation project consists of groups of students involved in the video creation can enhance collaboration and team working effort that foster a better working environment. The collaborative effort can expose the students to a real working environment of an Advocate and Solicitor.

Research Questions
• How effective is students' video-generated assessment as a mode of assessment during the outbreak of COVID-19, where teaching and learning are using ODL? • What is the appropriate rubric of the video-generated assessment that will enable the continued growth and self-development of law students?

Research Objectives
• To analyse students' video-generated assessment as an effective mode of assessment during the outbreak of COVID-19, where teaching and learning are using ODL. • To determine the appropriate rubric of the video-generated assessment that will enable the continued growth and self-development of law students

Literature Review
The Pandemic divulges the urgent need to develop the educational system's technological infrastructure, expanding the teachers' pedagogical expertise and the student's learning repertoire. It is closely related to the student's ability to adapt ODL and the assessments that they have to reflect that knowledge transfer has occurred. The ability to adjust is associated with motivating factors that geared the students towards accomplishing the desired goal, acquire knowledge and at the same time passing the subject with an excellent grade. Brophy (2010) defines motivation as "a theoretical construct to explain, the initiation, direction, intensity, persistence, and quality of behaviour, especially goal-directed behaviour". Motivation involves goals that provide the incentive for purposeful action with an intended direction. In Self Determination Theory (SDT), Ryan and Decy (2020) stresses that conditions supporting the individual's experience of autonomy, competence, and determination can foster a high quality of forms of motivation and engagement for activities, including enhanced performance, persistence, and creativity. It is vital to possess the optimum level of motivation to ensure the desired goal could be attained. Technology can enhance learning, and video is one of the most effective tools that can promote students' interest in education (Schmid, 2014). In agreement with these findings, Brame (2016) views that the three factors, namely, cognitive load, student's engagement, and active learning, can provide a solid base for the development, and video is an appropriate educational tool.
ODL inculcates self-learning, and the appropriate assessment can enhance the degree of determination to achieve the desired result, the long term to pave their way as a successful Advocate & Solicitor, the short term to pass the subject with flying colours. At this age of accountability, it is recognised that assessment is a powerful device that can enhance students learning (Ghaicha, 2016). Assessment is defined as the means used to evaluate the outcomes of the educational process (Mundrake, 2000). In affirmative with this definition, James (2006) simplified that assessment is a tool to measure the learning outcome. Hence, it is essential to determine the appropriate mode of assessments to ensure the learning outcome is achieved. Research conducted before the outbreak of COVID-19 by ) was optimistic of student-generated video creation for assessment. It has several benefits, notably supporting the development of digital and communication skills relevant to today's world and enhancing learning. ) reflect the literature on students' video-creation for assessment has highlighted the benefit of this mode of assessment. In Law School, the primary purpose of law schools is to make sure students are learning the skills they need to think, perform, and conduct themselves as competent lawyers. A valid, reliable, and fair assessment system assesses students learning and improves learning skills (Rogelio, 2010). The American Bar Association (Crompton Report, 1979) states legal education in long-run terms as preparation for a lifetime career involving continuous growth and selfdevelopment. Lecturers can provide students with assessment instruments that reflect explicit criteria for their performance to judge their performance. The current assessment practice of a single end-of-the-semester do-or-die final exam does not provide students the feedback they need to develop self-learning skills and improve performance in law school and beyond (Rogelio, 2010). Therefore, by introducing video creation assignment as a new method of assessment it will ensure the Course Learning Outcome (CLO) for Law of Conveyancing subject i.e. to demonstrate the related transaction in conveyancing from the pre-contract stage to the completion of the transaction is achieved.

Method
The paper employs doctrinal research to analyse students' video-generated assessment as an effective mode of assessment during the outbreak of the COVID-19, where teaching and learning are using ODL. A literature search using a systematic approach was undertaken using Google Scholar, EBSCO Host, Heins Online. It covers an extensive range of databases, including journals related to education, technology, and health and social care. Search terms such as "video/ video creation" "assessment" "student generated/ learner-generated" "digital/ technology/assessment" were utilised to produce responses that is relevant to the research topic. In addition, a Google search is employed to student-generated sources to capture as much relevant material as possible (Aromataris & Riitano, 2014). Table 1 offers an overview of the scope of the literature and the video projects described, together with the benefits highlighted by . In evaluating the effectiveness of video as a form of student's assessment, results from two different groups of students from the Faculty of Law, Universiti Teknologi MARA, Shah Alam, Malaysia are compared. The first group is selected from session2 in 2018/2019 semester. The groups comprised of 209 students who took the paper prior to Covid-19 and their classes and assessments were conducted on a faceto-face basis. This batch represented the group that have taken the ordinary assessment method by resolving the legal issues through a written essay. The second group was taken from the Session 1 (2020/2021) consisting of 77 students, where the learning and assessments were done online, and the assessment method is by production of a video for the purpose of resolving the legal issues. Session 2 2018/2019 students were given essay and problem-solving assignments individually. Students from session 1 2020/2021 on the other hand were given video creation assignments where they have to create a group video to solve the factual situation posed to them. The task involved advising a client in a sale and purchase transaction of a property. The students were required to elaborate on the procedures and to solve specific substantive law issues. The video created should incorporate the application of the facts, advising, and ensuring that the flow of the land transaction process is meticulously elaborated in the video. The majority of the students produced a high-quality drama-based video with a mixture of role-playing and edited "Powtoon" based video. Thus, they managed to score a high grade for assignments that give them a better chance of scoring at the subject. The analysis for both physical and ODL systems reflects students achieving a better result during the Pandemic COVID-19, where there is no failure for Session 1 2020/2021 compared to 1% for Session 2 2018/2019. 24% secured "A" compared to only 3% who managed to obtain "A" during Session 2 2018/2019. The majority of students were graded "B" during the ODL.

Results and Discussion Results Analysis of Students Taking Law of Conveyancing
In comparison, 46% of the students were graded "C" during the face-to-face examination during Session 2 2018/2019. In brief, the result analysis shows the inclination of the younger generations towards ODL. As indicated by (Abdul Rahman, 2021), the students are more active in asking questions and participating in group conversations. ODL is an advantage for introverts because they can speak their minds better and more confidently. From the above analysis, assigning to create a video as a method of assessments has given them an opportunity to be creative in providing solutions. This allows them to explore various avenues in completing the tasks given in an enjoyable manner as compared to the normal essay writing. The video making process is beneficial to the students in terms of visualisation capability, digital creativity, teamwork and the role-play that enhances the student's ability to grasp the procedural aspect in the Law of Conveyancing. As concluded by  where using the video creation by students for assessment could improve students understanding since they are able to express their learning in a more enjoyable manner. The collaborative learning in the process of the video creation as suggested by (Pereira et al, 2014) is visible from the overall achievement of the result for the law of conveyancing in 2020.

The Video Assessment Rubric shall be precise to meet the learning outcome
The following general rubric on video creation assessment by students impose an objective evaluation on any video assessment: The quality and materials in the video lacked some organization and 50% clear.
Half of the group did most of the work.
The final product requires more revisions and did not clearly demonstrate the concepts.
The quality and materials in the video are not organized and lack clarity.
Only one person demonstrated an active role.
The final product looked unrefined and did not clearly demonstrate the concepts.
The general rubric produced by a member of the International Society Technology in Education (ISTE) clarifies the evaluation criteria and objective where the students can actively anticipate the requirements to obtain excellent results. However, for law students, the rubric should be tailored to the aspiration of continuous growth and self-development. The rubric provides guidelines for students in preparing their assessment and boost their motivation to become creative. The students know how their video is being assessed from the rubric and they are motivated to explore new methods in answering their assessment. In addition, video creation is also a fun way of learning and the students will have better understanding of the course outcome. (4 marks) The application of the facts was present and has somewhat demonstrated the findings with the appropriate authority.
The quality and materials in the video lacked some organization and were 50% clear.

(3 marks)
Half of the group did most of the work.
(3 marks) The application of the facts and findings with appropriate authority requires more revisions and did not clearly demonstrate the conclusion.
The quality and materials in the video are not organised and lack clarity.
(2 marks) Only one person demonstrated an active role.
(2 marks) The application of the facts and findings with appropriate authority looked unrefined and did not demonstrate the concepts.
(15 marks) (12 marks) (8 marks) (3 marks) The evaluation of the video assessment focus on the ability to explain the land conveyance process, where the student is expected to demonstrate her primary duty in advising clients by citing all relevant authority and explaining how land transactions should be perfected in accordance with the law. Accordingly, the remaining of the marks is allocated to inculcate the positive attitude and the ability to work as a team that lawyers should have in performing their duty. Alongside the rubric, explicit instruction is vital to ensure clarity in the video generating process to address the issues. In addition to that, a written feedback given together with the marks is beneficial to the students' learning of the subject (Mahoney et al., 2019)

Conclusion
Video creation is a contemporary model of assessment that is likely to be widely accepted, which has the potential to positively transform the student experience and assessment methods . As an innovative and emerging assessment form, the instructions and rubric should be made available to students. This is inline with the requirements of Program Standards: Law and Shariah Law issued by the (Malaysian Qualifications Agency, 2015). A well-designed rubric makes the assessment process more valid and reliable, where the actual value of rubrics lies in advancing the teaching and learning process (Wolf and Steven, 2007). Ultimately, student-created videos as a tool for an assessment motivate students' engagement in active learning. In particular, it is a suitable assessment method for lecturers during the COVID-19 Pandemic, as it is compatible with distance learning (Matthew et al., 2021). The implementation of video creation assessment for Law of Conveyancing subject has resulted in better result and enhance students' understanding. In particular, for a procedural law subject, Law of Conveyancing, a studentvideo generated inculcate team-working, engagement in active and practical learning rather than explanations in a written essay form that may lack creativity and visualisation aspect.