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The culture of mnemosyne: open‐book assessment and the theory and practice of legal education

Maharg, Paul


The concept of open-book assessment is inherently controversial, not least because it contradicts a basic condition of examinations, one so basic to the event that we rarely question it: the single confrontation of examinee with exam question, the element of isolated and unaided struggle—Jacob wrestling with the mysterious Other. Surely it is cheating to allow texts into an exam-hall? What is the point of the exercise then?

CollectionsANU Research Publications
Date published: 1999
Type: Journal article
Source: International Journal of the Legal Profession
DOI: 10.1080/09695958.1999.9960464


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