[1] ALRC DP 62, August 1999.
[2] Australian Law Reform Commission, Managing Justice - A Review of the Civil Justice System Report No 89, AGPS Canberra 1999, para 2.21; American Bar Association, Legal Education and Professional Development - An Educational Continuum ABA Chicago 1992 (MacCrate Report); C McInnis, S Marginson & A Morris, Australian Law Schools After the 1987 Pearce Report AGPS Canberra 1994.
[3] EIP, DETYA, Employer Satisfaction with Graduate Skills: Research Report, Canberra 2000 at http://www.dest.gov.au/archive/highered/eippubs/eip99-7/eip99_7pdf.pdf See also NCVER Generic Skills for the New Economy: Review of Research, Australian National Training Authority SA 2001.
[4] S.Vignaendra, Australian Law Graduates' Career Destinations, Centre for Legal Education Sydney 1998, 39.
[5] See http://www.qut.edu.au/admin/mopp/C/C_01_03.html . This institutional statement of graduate capabilities was significantly influenced by the work of the Faculty of Law.
[6] MacCrate Report, above n 3.
[7] The Law Discipline Network, General Transferable Skills In The Law Curriculum at http://www.ukcle.ac.uk/resources/ldn/index.html or http://www.leeds.ac.uk/law/lawdn/survey.htm; See generally: UK Centre for Legal Education website and the reports there listed at http://www.ukcle.ac.uk/ esp Benchmark Standards for Law Degree in England, Wales and Northern Ireland, at http://www.qaa.ac.uk/crntwork/benchmark/law.pdf ; Graduate Standards in Law 1997 at http://www.ukcle.ac.uk/resources/graduate/index.html and J.Bell and J.Johnstone, "General Transferable Skills in the Law Curriculum" at http://www.ukcle.ac.uk/resources/ldn/
[8] P James, A Blueprint for Skills Assessment in Higher Education (2000) 25 (4) Assessment and Evaluation in Higher Education 353, 355.
[9] Oxford Centre for Staff and Learning Development, "Relevance and Transferability", Principles of Assessment, Oxford Brookes University at http://www.brookes.ac.uk/services/ocsd/2_learntch/principles.html
[10] The Law Discipline Network, above n 8, 9.
[11] Oxford Centre for Staff and Learning Development, "Purposes of Assessment", Oxford Brookes University at http://www.brookes.ac.uk/services/ocsd/2_learntch/principles.html
[12] AUTC Project 2001, "Assessment Principles", Teaching and Assessment in Large Classes, 6 at http://www.tedi.uq.edu.au/largeclasses/
[13] Ibid.
[14] Ibid.
[15] Oxford Centre for Staff and Learning Development, above n 12.
[16] Ibid.
[17] AUTC Project, above n 13, 6.
[18] Derek C Bok, "A Flawed System of Law Practice and Training" (1983) 33 Journal of Legal Education 70.
[19] R Fisher & W Ury, Getting to Yes, Business Books Ltd UK 1991.
[20] In principled negotiation theory, a negotiator's BATNA is their Best Alternative To a Negotiated Agreement, whilst their WATNA is their Worst Alternative To a Negotiated Agreement, see: Fisher,R & Ury,W, Getting to Yes, Business Books Ltd, UK, 1991.
[21] Ibid.
[22] Carlson and Ors, "Implementing Criterion-Referenced Assessment Within a Multi-Discliplinary University Department", 19(2000) Higher Education Research and Development 103, 110.
[23] D Rowntree, Assessing Students, Harper & Rowe London 1977.
[24] B Bloom, A Taxonomy of Educational Objectives Handbook 1: Cognitive Domain, 2nd ed McKay New York 1965.
[25] Carlson and Ors, above n 23, 109-110.
[26] A Bone, Ensuring Successful Assessment, National Centre for Legal Education University of Warwick 1999, 34 adapting Andersen L, Nightingale P, Boud D and Margin D (eds) Strategies for Assessing Students - A Guide to setting, marking, grading and giving feedback on assignments, tests and examinations, Standing Conference on Educational Development, paper 78 SEDA Birmingham 1993.
[27] AUTC Project, above n 13, 7-8.
[28] G Gibbs, Assessing More Students, Polytechnics and Colleges Funding Council London 1992.
[29] K Marcel and P Wiseman, "Why we teach students to Mediate" Mo J Dispute Resolution 77 as cited in S Carr-Greg, "Alternative Dispute Resolution in Practical Legal Training - Too Little Too Late?" 10(1) Journal of Professional Legal Education 23, 25.
[30] S Carr-Greg, above n 30, 37.