All Articles tagged assessment

• Articles
  February 15, 2024 EDT
  Bracing for Impact: Revising Legal Writing Assessments Ahead of the Collision of Generative AI and the NextGen Bar Exam
  Carolyn V. Williams

  Generative AI will revolutionize the way students learn. LRW professors must adapt.

  Abstract
• Essays
  March 01, 2023 EDT
  Centering Students’ Rhetorical Knowledge: The Community of Inquiry as Formative Assessment
  Brian N. Larson

  Peer review and classroom workshopping can develop a community of inquiry in the classroom.

• Essays
  March 01, 2023 EDT
  Didn’t I Cover That in Class? Low-Stakes Technique of Quizzing to the Rescue
  Robin Boyle-Laisure

  This essay presents concrete ideas for incorporating low-stakes assessment into classes to make the information we teach stick.

• Articles
  March 01, 2018 EDT
  Exam-Writing Instruction in a Classroom Near You: Why It Should Be Done and How to Do It
  Joan M. Rocklin

  How can law professors—even with many demands on their time—teach exam-writing skills in the classroom?

  Abstract
• Articles
  March 01, 2014 EDT
  Law Student Learning Gains Produced by a Writing Assignment and Instructor Feedback
  David J. HerringCollin Lynch

  Can a mid-term intervention produce positive learning gains in legal reasoning skill for the group as a whole?

  Abstract
• Articles
  March 01, 2012 EDT
  Teaching Skills of Legal Analysis: Does the Emperor Have Any Clothes?
  David J. HerringCollin Lynch

  While current legal education may not diminish law students’ reasoning skills, it may fail to enhance these skills.

  Abstract
• Essays
  March 01, 2012 EDT
  Hitting the Wall as a Legal Writer
  Elizabeth Fajans

  It is not hard to tell a student how to move from “C’s” to “B’s.” But can we easily articulate what an "A" paper requires?

  Abstract
• Articles
  March 01, 2011 EDT
  Norm-Referenced Grading in the Age of Carnegie: Why Criteria-Referenced Grading is More Consistent with Current Trends in Legal Education and How Legal Writing Can Lead the Way
  Leslie M. Rose

  Criteria-referenced grading, which evaluates students based on objective standards of competency, avoids many of the negative aspects of norm-referenced grading and is more consistent with current trends in legal education.

  Abstract
• Articles
  March 01, 2010 EDT
  The New Accreditation Standards Are Coming to a Law School Near Your—What You Need to Know About Outcomes & Assessments
  Susan Hanley Duncan

  This article was published in Volume 16 as part of the symposium “The Legal Writing Institute: Celebrating 25 Years of Teaching & Scholarship.”

• Articles
  March 01, 2010 EDT
  Creating Assessment Plans for Introductory Legal Research and Writing Courses
  Victoria L. VanZandt

  This Article addresses the recommendation for the development of plans for assessing student learning outcomes and specifically focuses on introductory LRW courses.

  Abstract
• Articles
  March 01, 2004 EDT
  Better Writing, Better Thinking: Using Legal Writing Pedagogy in the “Casebook” Classroom (Without Grading Papers)
  Mary Beth Beazley

  A Legal Writing revolution is the next revolution in legal education, and the revolution is not just coming, it has begun.

• Articles
  March 01, 2002 EDT
  From Editor to Mentor: Considering the Effect of Your Commenting Style
  Jessie C. Grearson

  Given the hours that both readers and writers of comments devote to the task, scrutiny about how effectively teachers and students spend that time seems in order.

  Abstract
• Articles
  March 01, 1998 EDT
  “What Were You Thinking?”: Using Annotated Portfolios to Improve Student Assessment
  Steven J. Johansen

  How can portfolios improve student assessment in a law school writing course?

  Abstract
• Articles
  March 01, 1997 EDT
  Using Examinations in First-Year Legal Research, Writing, and Reasoning Courses
  Douglas Miller

  Legal writing courses rarely use exams. Maybe they should.

• Articles
  March 01, 1996 EDT
  Critiquing Law Students’ Writing: What the Students Say Is Effective
  Anne Enquist

  How do students perceive feedback on their work?