Monday, July 21, 2014
At the 2014 AASE Conference in Indianapolis, Professor Elizabeth Bloom of the New England School of Law gave a presentation on the use of formative assessment to enable students to become self-regulated learners. In her presentation, Professor Bloom addressed the use of formative assessment in law school classes to enhance student learning.
Both summative and formative assessment are necessary in legal education. Summative assessment provides law schools the opportunity to test whether students have learned the required material. Used while a course is in progress, formative assessment provides faculty the opportunity to adjust instruction and provides students the opportunity to adjust their approach to learning.
Professor Bloom's presentation drew from her work in academic support and her scholarship on teaching and learning. Both her presentation and her scholarship illustrate that both professors and students bear responsibility to make the most of formative assessment to enhance student learning. Law faculty should provide students with meaningful feedback on their work, and students must learn to use that feedback to enhance their learning.
In her presentation, Professor Bloom drew from two pieces of her scholarship. The first article is on "Teaching Law Students to be Self-Regulated Learners." The second, more recent article is on providing "(Trans)formative feedback" to law students. Professor Bloom’s articles provide valuable information as the new academic year approaches.
(Myra G. Orlen)