Rescuing Pluto from the Cold: Creating an Assessment-Centered Legal Education

Abstract

This article uses principles of design theory and high-impact practices to explore how to move assessment from the outsider place it usually occupies in traditional legal education to an insider position. When assessment is reframed as a tool to engage, monitor, and evaluate important practices, it becomes an insider in both status and function, promoting both an assessment-centric learning environment and robust feedback.