This research explores the growing disconnect between Gen Z law students’ ability to interpret and engage with legal assessments, and the pedagogical expertise required to design those assessments in a way that is clear, equitable, and aligned with learning outcomes. While many Gen Z students exhibit advanced digital literacy and strong legal reading skills, these strengths do not necessarily translate into a deeper understanding of how assessments are constructed or what they are intended to measure. This disconnect becomes particularly evident in technologically enhanced learning environments where AI tools, online platforms, and rapid feedback mechanisms are reshaping how assessments are delivered and understood. A desktop research methodology will be employed, involving the review and synthesis of peer-reviewed literature, academic reports, and institutional practices from law schools across various jurisdictions. The methodology will include a comparative analysis of assessment frameworks, curriculum design strategies, and digital learning integration in at least three higher education systems. The data will be thematically analysed to identify recurring challenges, innovative solutions, and contextual differences in how assessment literacy is addressed in legal education. Preliminary findings suggest that there is indeed a significant gap between students’ ability to interpret assessments and the ability to design or understand their pedagogical logic. Law schools tend to focus more heavily on the former, assuming that legal literacy alone is sufficient for assessment success. Emerging evidence from the literature indicates that programmes that explicitly scaffold assessment literacy, through targeted workshops, annotated exemplars, and co-creation of assessment rubrics, see measurable improvements in student performance, self-efficacy, and the ability to apply legal reasoning in novel contexts. The study argues that as legal academics, we must be more intentional in integrating assessment literacy into our curricula, not only to support academic performance but to prepare students for the evolving demands of legal practice in the digital age. The conclusions will highlight practical recommendations for embedding assessment literacy within legal education, such as incorporating reflective assessment analysis into legal writing modules, leveraging AI-driven feedback tools to promote metacognitive skills, and supporting collaborative assessment design exercises between faculty and students. By articulating a clear pedagogical framework for assessment literacy, this research contributes to the growing discourse on how law schools can bridge the gap between assessment interpretation and design, ensuring that graduates are not only legally competent but assessment-literate in a profession increasingly shaped by technology and adaptive learning environments.

Keywords: Legal Education, Curriculum Design, Gen Z, Legal Literacy, Assessments.