Experts in legal education have argued that law professors should teach students to be self-regulated learners—to be conscious of their learning process so they can transfer learned skills. They have also argued that law professors should assess student learning as learning occurs, rather than giving a single end-of-semester exam. However, use of formative assessment—assessing student learning throughout the semester—can be perceived as a burden on professors.

This Article introduces Self-Assessment by Comparative Analysis, a teaching method that empowers law students by providing a formative assessment that teaches students to self-regulate their learning, preparing them for the realities of law practice. The benefit to law students does not come with a corresponding burden to professors; it “liberates” law professors from the labor-intensive grading that is normally associated with formative assessment.