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Full-Text Articles in Law
Empirical Evidence That Formative Assessments Improve Final Exams, Carol Springer Sargent, Andrea A. Curcio
Empirical Evidence That Formative Assessments Improve Final Exams, Carol Springer Sargent, Andrea A. Curcio
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Despite the recent widespread call for law professors to incorporate more feedback during the semester, there is a relative dearth of empirical evidence about the impact of practice materials and feedback on law student performance. This study begins to fill that gap. Using five ungraded quizzes, a graded midterm, and reflection exercises, this study shows that feedback improved student performance on a cumulative final exam up to a full letter grade compared to a cohort with only a traditional end-of-semester final exam. The study confirms an earlier study showing that learning gains from formative assessments concentrate among those with stronger …
Resource-Based Learning And Course Design: A Brief Theoretical Overview And Practical Suggestions, Meg Butler
Resource-Based Learning And Course Design: A Brief Theoretical Overview And Practical Suggestions, Meg Butler
Faculty Publications By Year
Law librarians teaching legal research should follow resource based learning pedagogical strategies. This paper provides a background in constructivist educational theory and resource based learning before identifying useful instructional strategies regarding course design decisions related to goal-setting, assignments, rubrics, and assessment.
Collaborating With The Real World: Opportunities For Developing Skills And Values In Law Teaching, Charity Scott
Collaborating With The Real World: Opportunities For Developing Skills And Values In Law Teaching, Charity Scott
Faculty Publications By Year
This article describes a broad range of teaching innovations and opportunities that classroom law professors can take advantage of in their own backyards. It presents examples of real-world engagement by faculty who help their students learn the skills, values, and attributes of good professional practice by supplementing what they already are teaching well with opportunities to learn the law in real-world contexts. Classroom professors do not need to become clinical professors or start teaching lawyering skills courses. Instead, they can collaborate with clinical professors, practicing lawyers, and other professionals outside their classrooms in settings that relate to their doctrinal fields. …
Law School Of The Future: Centre Of Cutting-Edge Practice?, Clark Cunningham
Law School Of The Future: Centre Of Cutting-Edge Practice?, Clark Cunningham
Faculty Publications By Year
No abstract provided.