Assessing Law Students in the Age of GenAI
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Abstract
The arrival of generative AI (GenAI) has had a profound and transformational effect on many aspects of life. The legal field is no exception. Interestingly, both legal practice and legal education have largely been welcoming of this resource. However, whether it should have a place in summative assessments in law schools requires wider discussion. Reliance on GenAI for assessment could raise issues of academic integrity and that it could impede the development of several key legal professional skills including research, analytical and writing skills, communication skills, teamwork and time management. Students who depend on GenAI for their assessed work also risk not developing a high level of understanding of the law itself and how to critically review and apply them. Would they, when entering the world of employment, be able to perform complex lawyerly functions? Would their degree or qualification be a true reflection of its avowed representation of knowledge, skills and ability? It is contended that there are strong pedagogical, professional, ethical and employability reasons for exercising caution in allowing its usage in undergraduate legal assessments.
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References
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