The culture of mnemosyne: open‐book assessment and the theory and practice of legal education
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?
|Collections||ANU Research Publications|
|Source:||International Journal of the Legal Profession|
|Maharg The Culture of Mnemosyne 1999.pdf||211.68 kB||Adobe PDF|
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