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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

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The ~ ~ ~ ~ ~ ~ ~ ~ ~ ~ n  learner-centered  Here'sr o...................6J ne0 0S m e Co frn :
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THEctice  LAWiue dAH  I FAL 2009 2
THE LAW TEACHER IFAL20|1

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