Publication Date

11-1-2013

Document Type

Article

Organizational Units

Sturm College of Law

Keywords

Education, Innovation, Learning, Teaching, Assessment, Legal education, Exam review, Law school exams, Grade appeals, Midterm grades, Doctrinal classes

Abstract

This article describes a practice I began several years ago to encourage students to review their midterm exams and to learn formatively from their exam and their review of it. The practice involves encouraging midterm grade appeals coupled with a high success rate (what I term, "robust" grade appeals). The practice has a number of ancillary benefits, I believe, in addition to the central benefits—getting students to learn more about law, learn from their mistakes and write better exams by meaningfully engaging and critiquing their own work on exams. This article describes and discusses the advantages and disadvantages of such a process.

Rights Holder

Roberto L. Corrada, Association of American Law Schools

File Format

application/pdf

Language

English (eng)

Extent

13 pgs

File Size

1.1 MB

Publication Statement

The Association of American Law Schools is the copyright holder of the edition of the Journal in which the article first appeared. Copyright is also held by the author. User is responsible for all copyright compliance.

This article was originally published as Roberto L. Corrada, Formative Assessment in Doctrinal Classes: Rethinking Grade Appeals, 63 J. Legal Educ. 317 (2013).

Volume

63

First Page

317

Last Page

329

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