In-Class Assessments (ICA1 & ICA2)

Timed, closed-universe essay exams measuring independent application under time pressure.

Assessment Overview

In-Class Assessments are timed, proctored exams administered in a closed-universe format (all necessary legal materials provided; no outside resources permitted). These assessments measure students' ability to apply course learning independently and strategically under realistic time constraints, without opportunity for revision or consultation.

ICA1: Hybrid Format

Duration: 75 minutes | Weight: 15% of final grade

Part A contains targeted preliminary questions designed to help students identify key legal issues and organize their analysis. Part B is a focused essay requiring comprehensive application of those issues. This scaffolded format supports strategic time management.

ICA2: Multi-Task Performance Format

Duration: 75 minutes | Weight: 15% of final grade

Task 1 is a medium-answer preliminary analysis. Task 2 is an extended essay requiring substantive analysis. This format tests students' ability to manage multiple issues and prioritize analysis within time constraints.

Pedagogical Rationale

ICAs measure students' ability to work independently without the revision cycle that characterizes portfolio assessments, and they simulate real-world legal analysis contexts where time is limited and errors cannot be corrected.

Exam Administration & Logistics

Exam Day Setup

  • Location: Classroom or designated exam room
  • Seating: Arrange so students cannot see each other's work; leave space between desks
  • Materials provided: Fact pattern, legal materials (cases/statutes), exam prompt, blank answer booklets or exam paper
  • Materials NOT permitted: Notes, outlines, previous assignments, phones, laptops (unless ADA accommodation requires), any external resources
  • Timing: Announce time remaining at 5-minute, 2-minute, and final warning

Pre-Exam Preparation

  • Distribute exam materials 5 minutes before official start; students may read but not write
  • Announce "pencils down" time 1 minute before 75 minutes elapse
  • Collect all materials immediately (do not allow students to keep drafts)
  • Have extra answer booklets on hand
  • Post "EXAM IN PROGRESS" sign outside room to prevent interruptions

Academic Integrity & Proctoring

  • Proctor must be present at all times (no leaving exam room unattended)
  • If student finishes early, they may leave but cannot return
  • If student leaves and returns, assess them 5 minutes (per law school policy on bathroom breaks)
  • Report any suspected academic integrity violations to Dean's office immediately
  • Do not answer substantive questions about content during exam; only clarify instructions

Accommodations Protocol

ADA Accommodations Required

You are legally required to provide documented accommodations (extended time, separate room, breaks, etc.). Verify student's accommodation letter with Disability Services before exam. Never accommodate ad hoc requests without documentation.

Common Accommodations

  • Extended time: 1.5x or 2x time (75 min → 112.5 or 150 min)
  • Separate location: Private room to minimize distractions
  • Breaks: Typically allowed but counted against total time
  • Reader: For students with visual disabilities
  • Scribe: For students with motor disabilities
  • Laptop use: If student has accommodation letter permitting it

Implementation Best Practices

  • Schedule extended-time exams earlier or later on exam day to avoid conflicts
  • Use separate room when possible (library study room, empty classroom)
  • If using your office, ensure privacy and minimize interruptions
  • For extended time, still announce 5-minute and 2-minute warnings
  • Document accommodations provided in your grading records

Grading Approach & Time-Adjusted Standards

Both ICAs use detailed rubrics. Unlike portfolio assessments, ICA rubrics account for time-constrained contexts. Expectations for polish, depth, and sophistication are adjusted; priority shifts to clear issue identification, accurate rule statements, and strategic application.

ICA Rubric Framework

Detailed rubrics for ICA1 and ICA2 are provided separately. They measure:

  • Issue Identification: Can student identify controlling legal issues within the time limit?
  • Rule Statement: Is the applicable rule stated accurately and with requisite elements?
  • Rule Explanation: Does student cite and explain relevant case law?
  • Application: Does student apply rules to facts with concrete detail, addressing multiple perspectives?
  • Conclusion & Organization: Is analysis coherent and does it reach a clear conclusion?

Key Differences from Portfolio Rubrics

  • Expectations for depth: ICA essays need not be as comprehensive as revised portfolio work; focus on quality of primary analysis rather than depth of alternative arguments.
  • Prioritization: For multi-issue exams (ICA2), give credit for strategic allocation of time. Students who identify key issues but address some less thoroughly may score higher than those who superficially address all issues.
  • Writing quality: Adequate clarity and organization are expected, but minor stylistic imperfections and grammatical issues are weighted less heavily than in portfolio work.
  • Completeness: Answers need not be perfect or perfectly organized—students working under time pressure will make strategic choices about what to address.

Detailed Rubrics Provided Separately

Complete, assessment-specific rubrics with detailed performance descriptors and point allocations are provided in separate instructor guides.

Exam Day Checklist

Before Students Arrive

  • ☐ Review exam materials; familiarize yourself with fact pattern and legal materials
  • ☐ Set up room with adequate spacing between desks
  • ☐ Verify all exam materials are present (answer booklets, fact patterns, legal materials, blank paper)
  • ☐ Have extra supplies on hand (pencils, erasers, extra answer booklets)
  • ☐ Check accommodations letters; note which students need extended time/separate room
  • ☐ Post "EXAM IN PROGRESS" sign on door
  • ☐ Set timer for 75 minutes (visible to proctor, not to students)

During Exam

  • ☐ Announce time remaining at 5-minute warning
  • ☐ Announce time remaining at 2-minute warning
  • ☐ Announce "pencils down" at end time
  • ☐ Monitor room; remain visible to students
  • ☐ Do not answer substantive questions about content (only clarifications about instructions)
  • ☐ Note any students who leave early and time they left

After Exam

  • ☐ Collect all materials immediately; do not allow students to retain copies
  • ☐ Count answer booklets to ensure all submitted
  • ☐ Verify student names on all materials
  • ☐ Secure exams in your office (do not leave in public space)
  • ☐ Grade exams within 72 hours if possible
  • ☐ Return graded exams with feedback within one week of exam

Grading Workload & Feedback Timeline

Planning for Grading

In-class assessments generate significant grading workload. Each ICA typically requires 30-45 minutes per exam to grade thoroughly. Plan accordingly. Block out dedicated grading time immediately after each exam to provide timely feedback.

Feedback Approach

  • Comments on rubric: Indicate how student performed on each dimension (issue identification, rule statement, application, etc.)
  • Brief end note: 3-5 sentence summary addressing key strengths and one or two areas for improvement in the next assessment
  • Do not: Rewrite student work or provide extensive corrections. The goal is constructive feedback, not line editing.

Return Timeline Targets

  • Grading window: Complete grading within 48 hours of exam administration if possible
  • Return deadline: Return graded exams with feedback within one week of exam
  • Rationale: Timely feedback supports student learning and reflection for final journals