DEVELOPING LEGAL EXAM ANSWERING SKILLS USING THE IRAC METHOD AND CREATING RUBRIC SCORING FOR EVALUATING OF WRITING RESPONSES OF FIRST-YEAR LAW STUDENTS IN GENERAL PRINCIPLE OF LAW

Abstract

This study employed a mixed-methods research approach with the following objectives: 1) To examine deficiencies in the legal exam writing skills of first-year law students enrolled in the General Principle of Law course during the first semester of the 2024 academic year at Muban Chombueng Rajabhat University, 2) Develop law exam writing skills among students using the IRAC method to enhance systematic law exam writing, and 3) To analyze writing deficiencies and develop a rubric scoring system for evaluating IRAC-based legal exam responses. The study's sample consisted of 32 first-year law students enrolled in the General Principle of Law course in the first semester of the 2024 academic year. The research was conducted at Muban Chombueng Rajabhat University, Ratchaburi Province. The research instruments included legal examination tests and rubric scoring. Data was collected using pre- and post-training assessments to evaluate students' progress in writing legal exam answers. Data were analyzed using descriptive statistics, including frequency, percentage, and mean. The research findings revealed that: 1) the sample group lacked systematic writing skills in legal exam responses, with 12 specific deficiencies identified; 2) The use of the IRAC method enhances systematic legal exam writing skills and improves students' ability to apply legal principles.; and 3) the identified writing deficiencies were instrumental in developing a rubric scoring system for evaluating legal exam responses. This can be used to create a scoring rubric divided into 4 assessment points as follows: 1) Identification of legal issues (2 points) 2) Identification of rules used (2 points) 3) Application Principles of law (4 points) and 4) Conclusions (2 points).