DescriptionAssessment in legal education is a perennial topic of discussion amongst law teachers and is commonly featured in the academic literature. However, despite assessment being a relatively well-trodden subject, there have been several recent catalysts causing assessments in legal education to change significantly: (1) the Solicitors Regulatory Authority no longer regulates assessment methods in law schools in England and Wales, meaning that a more diverse strategy is now possible, (2) the global COVID-19 pandemic forced assessments to become solely online, (3) environmental considerations drive a more sustainable assessment strategy within Higher Education Institutions, (4) the impact of artificial intelligence (e.g., ChatGPT) on assessments, and (5) the implementation of SQE.
Additionally, in the wake of the global pandemic, law schools must now decide how to assess their students. Whether that is returning to the status quo and relying on traditional in-person closed book assessments and coursework as the predominant assessment method, moving wholly online following the changes brought about by the pandemic, or a middle-ground somewhere between these two positions.
Given these deliberations, we will bring legal academics and other key stakeholders to discuss how assessments in legal education within England and Wales may be reformed to offer students a more inclusive, diverse, and authentic assessment experience. The proposals/papers discussed at the conference will, individually and as a whole, make a significant and theoretical contribution to the field of legal education research. We will invite contributions around the above-mentioned contemporary themes.
|5 Sept 2023
|Leicester, United Kingdom
|Degree of Recognition
- legal education