Abstract
<p>Assessment of skills is an important, emerging topic in law school education. Two recent and influential books, Educating Lawyers published by the Carnegie Foundation and Best Practices in Legal Education, published by the Clinical Legal Education Association have both suggested dramatic reform of legal education. Among other reforms, these studies urge law schools to use “outcome-based” assessments, i.e., using learning objectives and assessing knowledge and skills in standardized situations based on specific criteria, rather than simply comparing students’ performances to each other. </p>
Highlights
IntroductionTwo recent and influential books, Educating Lawyers[3] published by the Carnegie Foundation and Best Practices in Legal Education,[4] published by the Clinical Legal Education Association have both suggested dramatic reform of legal education
Assessment of skills is an important, emerging topic in law school education
Once the learning objectives were identified for each group (Table 1), four simulated cases were created with focus on health issues and legal concerns related to domestic violence (DV)
Summary
Two recent and influential books, Educating Lawyers[3] published by the Carnegie Foundation and Best Practices in Legal Education,[4] published by the Clinical Legal Education Association have both suggested dramatic reform of legal education Among other reforms, these studies urge law schools to use “outcome-based” assessments, i.e., using learning objectives 5 and assessing knowledge and skills in standardized situations based on specific criteria, rather than comparing students’ performances to each other. 6. According to Best Practices, England, Wales, Scotland and Australia are transitioning to outcome based legal education.[7] The American Bar Association (ABA) Council on Legal Education has formed a special committee to study law school outcome measures in connection with its role as the accrediting agency in the United States.[8] The Committee report mentions the outcome based accreditation standards used in medical education that include objective structured clinical examinations (OSCE).[9] The OSCEs use standardized patients (SPs) to simulate medical problems in order to teach and to assess learners’ clinical skills in simulated, “real world” situations
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