City Research Online

Abstract

In recent years, educators have sought to diversify the types of assessment used in the legal curriculum. This article introduces a novel form of assessment: the legal judgment. Much like a classic ‘problem question’, a ‘legal judgment’ presents students with a factual scenario to analyse. However, rather than ask students to provide legal advice, the legal judgment asks students to decide the case by issuing a written judgment. This article showcases this form of assessment while exploring its advantages and challenges. The article argues that this novel twist on the classic law school problem question helps students to develop higher-order legal reasoning abilities, is more intellectually inspiring than the classic problem question, and encourages students to truly ‘think like lawyers’

Publication Type:	Article
Additional Information:	© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
Publisher Keywords:	Assessment, Learning Outcomes, Legal Judgment
Subjects:	K Law L Education > LB Theory and practice of education > LB2300 Higher Education
Departments:	The City Law School > Academic Programmes
SWORD Depositor:	Symplectic Administrator

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