Friday, July 27, 2018
The University of Detroit Mercy School of Law has just published a special issue containing several articles on formative assessments in law school (which dovetails nicely with my co-blogger Scott's post on learning outcomes and assessments from a few days ago on ). It's the Fall 2017 issue available at 95 U. Det. Mercy L. Rev. which can be found online here. Below is the index of articles along with links to SSRN, where available. I've already had a chance to read Sue Liemer's article about "embodied cognition" which is an important topic that seems to be largely absent from the scholarship on law school teaching. You should check it out along with the other articles below.
The Impact of Formative Assessment: Emphasizing Outcome Measures in Legal Education, 95 U. Det. Mercy L. Rev. 1-114 (2017).
Renee Nicole Allen & Alicia R. Jackson, Contemporary Teaching Strategies: Effectively Engaging Millennials Across the Curriculum, 95 U. Det. Mercy L. Rev. 1 (2017).
Karen McDonald Henning & Julia Belian, If You Give a Mouse a Cookie: Increasing Assessments and Individualized Feedback in Law School Classes, 95 U. Det. Mercy L. Rev. 35 (2017).
Susan P. Liemer, Embodied Legal Education: Incorporating Another Part of Bloom's Taxonomy, 95 U. Det. Mercy L. Rev. 69 (2017).
Sandra L. Simpson, Coordinating Formative Assessment Across the Curriculum: A View From the Associate Dean's Desk, 95 U. Det. Mercy L. Rev. 91 (2017).