Abstract
The article comprises a critical analysis of the assessment system used in legal education. The study builds up on the premise that assessment is meant to, on the one hand, evaluate the student’s level of achieving the educational goals, and, on the other hand, provide valuable feedback to both the student and the teacher on ways to improve their learning and teaching strategies. The author makes an attempt to define the basic principles, as well as specific rules for designing an effective assessment formula for a legal course. To start with, the author engages in a general discussion of different types of assessment and the role they play in educating future lawyers. The author then proceeds to discuss specific assessment tools that are widely used in Russian legal education: evaluation of in-class performance, written assignments and final exams. The author comes to a conclusion that the toolkit incorporated in the course’s assessment formula should create a fair, plain and objective system that motivates the student to deep learning and clearly indicates strengths and areas for improvement. The article provides examples of effective assessment tasks, as well as specific recommendations for designing an effective evaluation formula for a legal course.
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