{"title":"从寒冷中拯救冥王星：创建以评估为中心的法律教育","authors":"S. Friedland","doi":"10.2139/SSRN.3019431","DOIUrl":null,"url":null,"abstract":"This article uses principles of design theory and high-impact practices to explore how to move assessment from the outsider place it usually occupies in traditional legal education to an insider position. When assessment is reframed as a tool to engage, monitor, and evaluate important practices, it becomes an insider in both status and function, promoting both an assessment-centric learning environment and robust feedback.","PeriodicalId":39591,"journal":{"name":"Journal of Legal Education","volume":null,"pages":null},"PeriodicalIF":0.2000,"publicationDate":"2017-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Rescuing Pluto from the Cold: Creating an Assessment-Centered Legal Education\",\"authors\":\"S. Friedland\",\"doi\":\"10.2139/SSRN.3019431\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This article uses principles of design theory and high-impact practices to explore how to move assessment from the outsider place it usually occupies in traditional legal education to an insider position. When assessment is reframed as a tool to engage, monitor, and evaluate important practices, it becomes an insider in both status and function, promoting both an assessment-centric learning environment and robust feedback.\",\"PeriodicalId\":39591,\"journal\":{\"name\":\"Journal of Legal Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.2000,\"publicationDate\":\"2017-08-15\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Legal Education\",\"FirstCategoryId\":\"90\",\"ListUrlMain\":\"https://doi.org/10.2139/SSRN.3019431\",\"RegionNum\":4,\"RegionCategory\":\"社会学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Legal Education","FirstCategoryId":"90","ListUrlMain":"https://doi.org/10.2139/SSRN.3019431","RegionNum":4,"RegionCategory":"社会学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}
Rescuing Pluto from the Cold: Creating an Assessment-Centered Legal Education
This article uses principles of design theory and high-impact practices to explore how to move assessment from the outsider place it usually occupies in traditional legal education to an insider position. When assessment is reframed as a tool to engage, monitor, and evaluate important practices, it becomes an insider in both status and function, promoting both an assessment-centric learning environment and robust feedback.
期刊介绍：
The Journal of Legal Education (ISSN 0022-2208) is a quarterly publication of the Association of American Law Schools. The primary purpose of the Journal is to foster a rich interchange of ideas and information about legal education and related matters, including but not limited to the legal profession, legal theory, and legal scholarship. With a readership of more than 10,000 law teachers and about 500 subscribers, the Journal offers an unusually effective medium for communication to the law school world.
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