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16 Law Tchr. 1 (2009-2010)

handle is hein.journals/lawteaer16 and id is 1 raw text is: FALL2009 Promoting the science and art of teaching The Law Teacher, Volume XVI, Number 1 The Law Teacher is published twice a year by the Institute for Law Teaching and Learning. It provides aforum for ideas to improve teaching and learning in law schools and informs law teachers of the activities of the Institute. Opinions expressed in The Law Teacher are those of the individual authors. They are not necessarily the opinions of the editors or of the Institute. Co-Editors: Michael Hunter Schwartz and Gerald Hess Co-Directors: Gerald Hess and Michael Hunter Schwartz Advisory Committee: Megan Ballard (Gonzaga) Charles Calleros (Arizona State) R. Lawrence Dessem (Missouri-Columbia) Steve Friedland (Elon) Barbara Glesner Fines (UMKC) Daniel Keating (Washington at St. Louis) Joe Knight (Washington) Larry Krieger (Florida State) Greg Munro (Montana) Bill Rich (Washburn) Sophie Sparrow (Franklin Pierce) Paulette J. Williams (Tennessee) Laurie Zimet (Hastings) @2009 Institute for Law Teaching and Learning. Gonzaga University School of Law and Washburn University School of Law. All rights reserved. ISSN: 1072-0499 I INSTITUTE FOR LT L LAw TEACHILN G AN.D LEARLN INL.G Taking a Small Step toward More Assessments By Sophie Sparrow, Franklin Pierce Law Center Professor Sparrow is the featured author in this issue of THE LAW TEACHER. This article is the first of a series by Professor Sparrow addressing a crucial, current issue in legal education- assessment. For more information about Professor Sparrow, please see the sidebar feature on page 2. Experts on learning tell us that the most effective learning environments are assessment centered. In those environments, students know what they are expected to learn, understand the criteria used to evaluate their performance, have multiple and varied opportunities to practice meeting performance criteria, and receive feedback on meeting those criteria. They also learn how to use the feedback to improve their learning. While writing and providing feedback on problems, quizzes, essays, and Reuse a question from last year's final exam as a writing exercise. 1. Modify the question so that it is limited to the topics students have been studying to date. 2. Assign students to write the answer as homework. Have them bring in the assignment in electronic or paper form that they can show to classmates. You might want to suggest a time limit for completing the answer, simulating exam conditions. 3. During class, have them pair up or **nsi*e..*. * . * Techn making yourin classestl more............. assset siiarte an difrne.Te r and lernr-enerd Hee' oneye ofte surprised athwdfeetyte * * *S presentationsngLawfoEd on tae t o u can2tak mkn your classes more assessmen-.. . 1 The ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ n learner-centered Here'sr o...................6J ne0 0S m e Co frn : siilriie ad iferncs.Thy r Cal f r P es nttio s:Techig aw eep a e 2 fo m respnod tonesa em te i l THEctice LAWiue dAH I FAL 2009 2 THE LAW TEACHER IFAL20|1

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