Grade Insurance

Abstract

The conventional structure of law school assessments, particularly the pressure of end-of-term exams, tends to create a stressful environment for students. This article introduces an alternative form of assessment, drawing on “specifications” or competency-based grading in other fields. Under what’s known as “grade insurance,” students have the option of doing nightly homework, graded on a pass/fail basis, throughout the semester. If they consistently pass, they lock in a minimum grade for the course—perhaps up to a B+—and can opt to do better on the final exam or even skip it if they prefer. This approach not only alleviates student anxiety but aligns with contemporary learning theories, which advocate for more regular, low-stakes evaluations.

From the faculty perspective, the traditional grading system is also taxing, especially when modern educational standards demand more comprehensive and formative assessments. Recent guidelines from the ABA, for instance, encourage law schools to adopt more holistic evaluation methods. This article engages the literatures on legal education and “specifications grading,” a grading method that takes from various teaching models and offers students more autonomy, leading to increased motivation and a better grasp on the material.

In essence, grade insurance and specifications grading cater to adult learning needs, encouraging deeper understanding and active participation from students. By integrating these methods, law schools can foster a healthier learning environment and better align with modern pedagogical standards. This article further explores how grade insurance can be implemented effectively, drawing from firsthand experiences and addressing potential critiques.

Keywords: specifications grading, legal education, androgogy, contemporary learning theory, formative feedback, homework

JEL Classification: A29