Nuanced assessments: More than the final grade

Howell Jackson

Howell Jackson, James S. Reid Jr. Professor of Law, experiments with end-of-semester exams and writing assignments to create opportunities for meaningful, formative feedback through skills practice, reflection, and peer collaboration.

The benefits: Jackson has experimented with multiple choice questions, most recently in Introduction to Securities Regulation, requiring students to select options such as “Clearly no” and “Probably yes” and then write short essays elaborating on a few of the questions they found particularly challenging or problematic.

Late semester assignments: Recognizing merit through collaboration


Lani Guinier, Bennett Boskey Professor of Law, incorporates collaboration into her late semester assignments in order to provide opportunities for self-improvement and self-reflection. “By sharing perspectives and differing approaches, classmates can in some cases teach their students more effectively than the professor.”

The benefits: Whether encouraging lecture course students to take their final exam in small groups or asking seminar students to prepare and lead portions of late semester discussions, Guinier believes collaborative endeavors show students that understanding how to get the answer is as important as getting the answer. 

Putting students at the helm of their learning experience


Jon Hanson, Alfred Smart Professor of Law, saw an opportunity to improve learning by putting students in the driver's seat. Along with Jacob Lipton, JD ’14, he developed The Systemic Justice Project (SJP) – a policy innovation collaboration, organized and catalyzed by students – as a problem-oriented, team-driven, and experiential approach to courses in legal education.

The benefits: Systemic Justice” and “The Justice Lab” require that students work in teams to select and fully immerse themselves in a current social policy problem, an applied and interdisciplinary experience that many point to as the most memorable and rewarding coursework of their academic career. The approach connects students to issues they care about and the communities and people who stand to benefit from policy change.