Implementation and lessons learned from a mock trial as a teaching-learning and assessment activity

The mock trial offered students different roles with varying emphasis on communication and delivery and time limits for each speaking role, ensuring that all students get a chance to develop their individual communication skills.

“The mock trial offered students different roles with varying emphasis on communication and delivery (counsel: opening statement; direct exam; cross-exam; closing argument; witness: lay witness; expert witness; juror) and time limits for each speaking role, ensuring that all students get a chance to develop their individual communication skills (Rosenberg et al., 2018).”

Smaller mock trial teams encouraged the more reserved or timid students to become more active participants on their respective teams over the term-long project.

“Smaller mock trial teams also encouraged the more reserved or timid students to become more active participants on their respective teams over the term-long project (Rosenberg et al., 2018).”

A literature review at the time documented mock trials as a common active learning strategy in graduate study, particularly in law schools, as well as in a broad variety of other educational contexts.

“A literature review at the time documented mock trials as a common active learning strategy in graduate study, particularly in law schools, as well as a broad variety of other educational contexts (economics, education, management, communication, public speaking, critical thinking, and ethical decisionmaking) (Rosenberg et al., 2018).”

In contrast to a traditional debate, a mock trial presented opportunities to identify sufficient speaking roles for each student in the final assessment.

“Further rationale provided that in contrast to a traditional debate, a mock trial presented opportunities to identify sufficient speaking roles for each student in the final assessment (the mock trial) (Rosenberg et al., 2018).”