Ed. note: This is a guest post by Anonymous Law Professor (“ALP”), who may be writing occasionally for these pages. Given how stressed-out law students are right now — as reflected in, among other things, their exam-time tweets — we asked ALP to offer some advice on the dreaded law school exam, from the professorial perspective.
Do professors really care about drafting and grading exams?
I have yet to encounter a law professor with a flippant attitude toward grading (not that there aren’t some out there.) We want to get it right. Generally, we take pride in creating fair exams. In law schools with curves, a good exam will be a hard exam. A well-constructed exam results in a distribution of competence. I will throw questions into my exams that anyone with a pulse and writing instrument should get right. If someone routinely misses those questions, it’s clear where they fall on the curve. On the best exams, occasionally a student will spot a relevant ambiguity that even I didn’t see when I created the test. To me, that’s creditworthy.
So, yes, we care. But that doesn’t mean we like giving and grading exams.
I think my colleagues at schools that don’t give letter grades may have a different approach. They have it somewhat easier….