1st Edition
Rethinking Assessment in Legal Education Global Perspectives on Innovation, Inclusion, and Integrity
Introduction: Assessment in legal education
Daniel Bansal, Maribel Canto-Lopez and Jessica Guth
1. Developing a curriculum-wide assessment strategy
Marie Kerin
1a. A response to Kerin “Developing a curriculum-wide assessment strategy: Assessment in Legal Education Back to the future
Sjoerd Claessens
2. Reassessing land law: introducing greater authenticity to undergraduate assessment and the challenges of innovation
Rachel Cahill-O’Callaghan, Natasha Hammond-Browning, and Lee Price
2a. A response to Cahill-O’Callaghan et al “Reassessing land law”
Nicole Graham
3. Generative AI, law schools and assessment: where next?
Pascale Lorber
3a. A response to Lorber: Do students need an AI toolkit?
Stuart Hargreaves
4. Ipsative assessment – the legal journey, not the destination
Rick Rhodes
4a. A response to Rhodes “Ipsative assessment - the legal journey not the destination”
Carmen María Ávila Rodríguez and José Alberto España Pérez
5. Of babies and bathwater: in defence of the traditional essay
Jessica Guth and James Shipton
5a. A response to Guth and Shipton “Of babies and bathwater: in defence of the traditional essay”
Suzana Tavares da Silva
6. There is no baby, just lots of bathwater: an argument against summative assessment
Nick Cartwright
6a. A response to Cartwright “There is no baby, just lots of bathwater: an argument against summative assessment”: The didactic aim of assessment
Bald de Vries
Biography
Daniel Bansal is an Associate Professor of Law at the University of Leicester, UK.
Maribel Canto-Lopez is an Associate Professor of Law at the University of Leicester, UK.
Jess Guth is the Head of School for Business and Law at Leeds Trinity University, UK.
