ABSTRACT
Certainly institutions such as Maastricht Law School in the Netherlands, whichadopts a completely problem-based approach to legal education, has fewerproblems validating courses that involve self-and peer assessment (Moust, 1998).Whether we succeed in developing the autonomous learners and lawyers we hopefor depends on the extent to which we are willing to relinquish power as assessorsand to help students to develop their own conceptualisations of quality.
