Conceptualising, developing and assessing critical thinking in law

Nickolas James, Clair Hughes, Clare Cappa

Research output: Contribution to journalArticleResearchpeer-review

7 Citations (Scopus)

Abstract

'Critical thinking' is commonly included in the lists of graduate attributes (GAs), which all Australian universities are now required to develop and implement. That efforts to do so have met with limited success is due to a range of factors including inconsistent or naive conceptualisations, the failure to explicitly develop or assess GAs, and the persistence of 'signature' disciplinary practices. This paper describes the design and implementation of a law course in which the development and assessment of critical thinking were core objectives. Key features of the course included an operational conceptualisation of 'critical legal thinking', the development of closely aligned teaching and learning activities, and an aligned, coherent and innovative assessment programme. An evaluation of the first iteration of the course identified a number of successful outcomes as well as implications for ongoing course development.

Original languageEnglish
Pages (from-to)285-297
Number of pages13
JournalTeaching in Higher Education
Volume15
Issue number3
DOIs
Publication statusPublished - Jun 2010
Externally publishedYes

Fingerprint

Law
graduate
persistence
university
Teaching
evaluation
learning

Cite this

James, Nickolas ; Hughes, Clair ; Cappa, Clare. / Conceptualising, developing and assessing critical thinking in law. In: Teaching in Higher Education. 2010 ; Vol. 15, No. 3. pp. 285-297.
@article{009c5ee7b46e4df784c0564228961a2b,
title = "Conceptualising, developing and assessing critical thinking in law",
abstract = "'Critical thinking' is commonly included in the lists of graduate attributes (GAs), which all Australian universities are now required to develop and implement. That efforts to do so have met with limited success is due to a range of factors including inconsistent or naive conceptualisations, the failure to explicitly develop or assess GAs, and the persistence of 'signature' disciplinary practices. This paper describes the design and implementation of a law course in which the development and assessment of critical thinking were core objectives. Key features of the course included an operational conceptualisation of 'critical legal thinking', the development of closely aligned teaching and learning activities, and an aligned, coherent and innovative assessment programme. An evaluation of the first iteration of the course identified a number of successful outcomes as well as implications for ongoing course development.",
author = "Nickolas James and Clair Hughes and Clare Cappa",
year = "2010",
month = "6",
doi = "10.1080/13562511003740858",
language = "English",
volume = "15",
pages = "285--297",
journal = "Teaching in Higher Education",
issn = "1356-2517",
publisher = "Routledge",
number = "3",

}

Conceptualising, developing and assessing critical thinking in law. / James, Nickolas; Hughes, Clair; Cappa, Clare.

In: Teaching in Higher Education, Vol. 15, No. 3, 06.2010, p. 285-297.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

T1 - Conceptualising, developing and assessing critical thinking in law

AU - James, Nickolas

AU - Hughes, Clair

AU - Cappa, Clare

PY - 2010/6

Y1 - 2010/6

N2 - 'Critical thinking' is commonly included in the lists of graduate attributes (GAs), which all Australian universities are now required to develop and implement. That efforts to do so have met with limited success is due to a range of factors including inconsistent or naive conceptualisations, the failure to explicitly develop or assess GAs, and the persistence of 'signature' disciplinary practices. This paper describes the design and implementation of a law course in which the development and assessment of critical thinking were core objectives. Key features of the course included an operational conceptualisation of 'critical legal thinking', the development of closely aligned teaching and learning activities, and an aligned, coherent and innovative assessment programme. An evaluation of the first iteration of the course identified a number of successful outcomes as well as implications for ongoing course development.

AB - 'Critical thinking' is commonly included in the lists of graduate attributes (GAs), which all Australian universities are now required to develop and implement. That efforts to do so have met with limited success is due to a range of factors including inconsistent or naive conceptualisations, the failure to explicitly develop or assess GAs, and the persistence of 'signature' disciplinary practices. This paper describes the design and implementation of a law course in which the development and assessment of critical thinking were core objectives. Key features of the course included an operational conceptualisation of 'critical legal thinking', the development of closely aligned teaching and learning activities, and an aligned, coherent and innovative assessment programme. An evaluation of the first iteration of the course identified a number of successful outcomes as well as implications for ongoing course development.

UR - http://www.scopus.com/inward/record.url?scp=77953707355&partnerID=8YFLogxK

U2 - 10.1080/13562511003740858

DO - 10.1080/13562511003740858

M3 - Article

VL - 15

SP - 285

EP - 297

JO - Teaching in Higher Education

JF - Teaching in Higher Education

SN - 1356-2517

IS - 3

ER -