Problem Set Essays (8-10 pages)
Est. 3-4 hours per student
Batch: 4-5 per day to stay within 48-72 hour turnaround.
Quick Reference Guide
CLA Summer 2026 schedules, assessment timelines, rubrics, and logistics. For experienced instructors new to this course.
7-Week Course Schedule
Format: Weeks 1-3 fully in-person (W/M). Weeks 4-7 hybrid: remote synchronous Wednesday, in-person Monday.
| Week | Phase | Session 1 Focus (In-Person) | Session 2 Focus (Remote Mods 4-7) | Major Deadlines |
|---|---|---|---|---|
| Week 1 Sessions 1–2 May 27 – June 1 |
Foundations | Session 1 (Wed May 27): Course intro, diagnostic writing exercise, study skills | Session 2 (Mon June 1): Critical reading, case analysis, document annotation | Study log due Sun June 1 |
| Week 2 Sessions 3–4 June 3–8 |
Foundations | Session 3 (Wed June 3): Rule synthesis, CREAC intro, PS1 released | Session 4 (Mon June 8): PS1 debrief (MCQ/SA); guided CREAC practice | PS1 MCQ + SA due Sun June 7 |
| Week 3 Sessions 5–6 June 10–15 |
Foundations | Session 5 (Wed June 10): PS1 essay workshop, self-assessment practice | Session 6 (Mon June 15): Analogical reasoning, PS2 released | PS1 essay draft due Sun June 14 |
| Week 4 Sessions 7–8 June 17–22 |
Synthesis | Session 7 (Wed June 17): REMOTE PS1 feedback discussion, revision strategies | Session 8 (Mon June 22): PS2 debrief, explaining precedent | PS2 MCQ + SA due Sun June 21; PS1 revision due Sun June 28 |
| Week 5 Sessions 9–10 June 24–29 |
Synthesis | Session 9 (Wed June 24): REMOTE ICA 1 (75 min); PS2 feedback | Session 10 (Mon June 29): ICA1 debrief; PS3 released | PS2 essay due Sun June 28; PS3 MCQ + SA due Sun July 5 |
| Week 6 Sessions 11–12 July 1–6 |
Integration | Session 11 (Wed July 1): REMOTE Integration skills, essay revision workshop | Session 12 (Mon July 6): PS3 debrief (MCQ/SA), essay strategies | PS2 revision due Sun July 12 |
| Week 7 Sessions 13–14 July 8–13 |
Integration | Session 13 (Wed July 8): REMOTE ICA 2 (75 min); wrap-up | Session 14 (Mon July 13): Final reflections, Reflection Journal review | PS3 essay + revision due Sun July 12; Journal due Sun July 12 |
Key Dates & Times
- All assignments: 11:59 p.m., due date specified
- Remote sessions (Weeks 4-7): Wednesdays via Zoom, typically 9:00-11:30 a.m. (150 min)
- In-person sessions: All Mondays + Wednesdays in Weeks 1-3, typically 9:00-11:30 a.m. (150 min)
Assessment Timeline
Critical in compressed format: 48-72 hour feedback turnaround to enable meaningful revision cycles.
| Assessment | Released | Initial Draft Due | Feedback By | Revision Due | Grade Posted |
|---|---|---|---|---|---|
| PS1 MCQ + SA | Session 3 (Wed June 3) | Sun June 7 | Session 4 (Mon June 8) debrief | N/A | N/A (completion) |
| PS1 Essay Draft | Session 3 (Wed June 3) | Sun June 14, 11:59 p.m. | Tue June 16 evening | Sun June 28, 11:59 p.m. | Tue June 30 |
| PS2 MCQ + SA | Session 6 (Mon June 15) | Sun June 21 | Session 8 (Mon June 22) debrief | N/A | N/A (completion) |
| PS2 Essay Draft | Session 6 (Mon June 15) | Sun June 28, 11:59 p.m. | Tue June 30 morning | Sun July 12, 11:59 p.m. | Session 14 (Mon July 13) |
| ICA 1 | Session 9 (Wed June 24) | Session 9 (Wed June 24) in-class | Fri June 26 | N/A (no revision) | Sat June 27 |
| PS3 MCQ + SA | Session 10 (Mon June 29) | Sun July 5 | Session 12 (Mon July 6) debrief | N/A | N/A (completion) |
| PS3 Essay Draft | Session 10 (Mon June 29) | Sun July 12, 11:59 p.m. | Session 14 (Mon July 13) | Sun July 12 (same deadline) | Session 14 (Mon July 13) |
| ICA 2 | Session 13 (Wed July 8) | Session 13 (Wed July 8) in-class | Fri July 10 or Sat July 11 | N/A (no revision) | Session 14 (Mon July 13) |
| Reflection Journal | Ongoing | Study logs due weekly Sun; final due Sun July 12 | N/A (reviewed holistically) | N/A | Session 14 (Mon July 13) |
Critical: 48-72 hour feedback turnaround required
If unable to meet this deadline, communicate proactively with preliminary feedback early. Do not go silent for extended periods.
Feedback Turnaround by Assignment Type
In-Class Assessments (1-2 pages)
Est. 15 minutes per student
Target: Same day or next morning.
Case Briefs (2-3 pages)
Est. 20-30 minutes per student
Method: Use comment library; batch by topic.
In-Class Drafts (1-2 pages)
Est. 10-15 minutes per student
Target: Same day or next morning for revision continuity.
Pre-Course Setup Checklist
Assessment Materials
- All three problem sets finalized (MCQ + SA + essay + rubrics)
- In-Class Assessment 1 finalized (fact pattern, materials, rubric)
- In-Class Assessment 2 finalized (fact pattern, materials, rubric)
- Model responses/answer keys for MCQs
- Self-assessment forms and revision reflection prompts
Course Setup
- LMS configured with all materials, assignments, deadlines
- Syllabus finalized (including AI use policy, academic integrity, accommodations process)
- Office hours/feedback scheduling system set up
- Grading spreadsheet and comment library templates created
Teaching Materials
- Case materials organized by topic
- CREAC, case brief, rule synthesis templates and exemplars
- Session lesson plans and teaching notes
Logistics
- In-class assessment rooms reserved and accessibility verified
- Accommodation logistics (extended time rooms/proctors, testing center coordination)
- Remote session technology tested (Zoom, breakout rooms, recording)
- Backup technology and materials backup plan in place
Grading Rubrics
Essay Grading Rubric (Problem Sets)
Detailed rubrics for all problem sets and in-class assessments are provided in instructor guides. Use the standard CREAC framework for consistent evaluation across all submissions. Detailed materials provided separately.
Problem Set Essay Grading Rubric
Comprehensive rubrics for all problem set essays, including issue identification, rule statement accuracy and synthesis, rule explanation, application quality, conclusion, and organization, are provided in the instructor guides for each assessment.
Reflection Journal Grading (0-5 scale)
| 5 | All components submitted on time; genuine engagement evident |
| 4 | Most components submitted on time; engagement generally evident |
| 3 | Some components missing or late; engagement uneven |
| 2 | Multiple components missing; minimal engagement |
| 1 | Most components missing |
| 0 | No Reflection Journal submitted |
Professionalism Grade (0-5 scale)
Attendance, participation, communication, and responsiveness to feedback.
| 5 | Excellent: Perfect attendance, active participation, professional communication, responsive to feedback, meets all deadlines |
| 4 | Good: One absence, generally participates, professional communication, attempts feedback, mostly on time |
| 3 | Adequate: 1-2 absences, sporadic participation, appropriate communication, inconsistent with feedback, some late submissions |
| 2 | Developing: 2-3 absences, minimal participation, occasional unprofessional communication, resists feedback, frequent late submissions |
| 1 | Concerning: 3+ absences, no participation, unprofessional communication, ignores feedback, many missing deadlines |
Final Grade Calculation
| Component | Weight |
|---|---|
| Problem Set 1 (essay) | 15% |
| Problem Set 2 (essay) | 20% |
| In-Class Assessment 1 | 15% |
| Problem Set 3 (essay) | 20% |
| In-Class Assessment 2 | 15% |
| Reflection Journal | 10% |
| Professionalism | 5% |
| TOTAL | 100% |
Letter Grade Conversion
| Weighted Score (0-5 scale) | Letter Grade |
|---|---|
| 4.5 - 5.0 | A |
| 4.0 - 4.49 | A- |
| 3.5 - 3.99 | B+ |
| 3.0 - 3.49 | B |
| 2.5 - 2.99 | B- |
| 2.0 - 2.49 | C+ |
| 1.5 - 1.99 | C |
| 1.0 - 1.49 | C- |
| Below 1.0 | F |
Important: CLA is not subject to the law school curve
Grades are assigned based on demonstrated competence, not relative performance. Students can all receive A's if they meet the standards.
Accommodations Quick Reference
30-50% of CLA students have testing accommodations (primarily extended time). Plan logistics carefully.
Extended Time Implementation Options
Option A: Early Start
- Time-and-a-half students: Begin 37-38 minutes early
- Double-time students: Begin 75 minutes early
- All students: Finish at the same time
- Requires: Available room before class, proctor coverage
Option B: Late Finish
- All students: Begin at class start
- Time-and-a-half students: Continue 37-38 minutes after class
- Double-time students: Continue 75 minutes after class
- Requires: Room availability after class, testing center, proctor coverage
Option C: Testing Center
- Accommodated students: Complete in testing center during same day
- Window: Must prevent communication with students who completed assessment
- Requires: Coordination with testing center
Communication Rules
- Students completing assessment cannot communicate with students still testing
- Students who finish early must leave the area
- Any communication about content before all students finish = academic integrity violation
Other Common Accommodations
| Accommodation Type | Implementation | Notes |
|---|---|---|
| Extended Time (75% or 100%) | See options above. Clock stops during breaks if approved. | Most common. Plan early. |
| Separate Testing Location | Arrange with testing center. Ensure proctor and materials setup. | Often paired with extended time. Separate room prevents distraction. |
| Use of Computer | Standard for in-class assessments. Ensure laptops available/charged. | All students should use computers to maintain consistency. |
| Breaks During Testing | Clock stops during approved breaks. Student can request break; time pauses. | Approve breaks in advance; notify proctor. |
| Reader/Scribe | Arrange with testing center. Reader reads materials aloud; student writes or dictates. | Requires trained proctor. Plan well in advance. |
| Large Print Materials | Provide documents in 14-18 point font. Use sans-serif fonts. | Prepare before assessment day. |
| Digital vs. Paper | Some students require digital materials; others require paper. Honor preference. | Clarify in accommodation letter. |
Pre-Assessment Day Checklist
- Identify students with accommodations
- Select implementation option (early start, late finish, or testing center)
- Confirm room availability and proctor(s)
- Prepare materials in required formats
- Confirm accommodated students know their start/end times
- Brief all students on communication rules and security procedures
- Have technology backup plan in place
Confidentiality
Accommodation status is confidential
Minimize visibility: Announce optional early start rather than singling out individuals. Offer testing center as general option, not just for accommodated students.