Teaching For Lifelong Learning: Improving the Metacognitive Skills Of Law Students Through More Effective Formative Assessment Techniques

Part II of this article focuses on the need to prepare law students to be expert learners because they will be constant learners in the practice of law. Part III details the concept of metacognition and its role in preparing students to be self-regulated learners. It discusses the components of metacognition, its role in law school, and the current push to include better metacognitive training in law school. Part IV details how formative assessment can be better utilized in improving the metacognitive skills of students. Specifically, it explains the best practices of formative assessment and how professors can adjust their feedback from a focus on assessing a product to assessing the process of learning. Part V explains how to use self-assessment surveys and portfolios to enhance the formative assessment process and help students become better self-regulated learners