Year: 2026
Type: article
Abstract: This Article explores the challenges and opportunities that generative artificial intelligence (AI) presents for student assessment in legal education. Traditional assessment methods, such as final exams and written assignments, are poorly suited for the AIenriched practice environment that law students will encounter after graduation. This necessitates a shift towards evaluating the learning process rather than evaluating a final written product. To address these new challenges, the Article proposes integrating metacognition and self-regulated learning (SRL) strategies as a component of assessing student learning. These strategies emphasize students' awareness of their own learning processes, encouraging reflection and the development of critical thinking skills. By adopting metacognitive assessments, law schools will better prepare students for the evolving legal landscape where.
Author: Christopher Engle-Newman
Institution: University of Denver
Language: English
Subfield: Law
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
Funder: University of Pittsburgh
OpenAlex ID: W7141753676
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