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Book Synopsis Outcomes Assessment for Law Schools by : Gregory Scott Munro
Download or read book Outcomes Assessment for Law Schools written by Gregory Scott Munro and published by . This book was released on 2000 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Outcomes Assessment for Law Schools by :
Download or read book Outcomes Assessment for Law Schools written by and published by . This book was released on 2010 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:
While law faculty have always assessed their students, law schools have never before been required to systematically assess their program of legal education to determine whether they are achieving their goals. With the new ABA assessment standards in place, law schools must now do so. To many, this may seem like a herculean task, but it need not be. This book is designed to help make assessment accessible, sustainable, and meaningful to all law school constituencies. It shows how individual faculty members and their institutions can create a genuine culture of assessment through the shared goal of improving student learning.
Book Synopsis The Art of Assessment by : Andrea Susnir Funk
Download or read book The Art of Assessment written by Andrea Susnir Funk and published by Carolina Academic Press LLC. This book was released on 2017 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: While law faculty have always assessed their students, law schools have never before been required to systematically assess their program of legal education to determine whether they are achieving their goals. With the new ABA assessment standards in place, law schools must now do so. To many, this may seem like a herculean task, but it need not be. This book is designed to help make assessment accessible, sustainable, and meaningful to all law school constituencies. It shows how individual faculty members and their institutions can create a genuine culture of assessment through the shared goal of improving student learning.
A sea change is coming. Changes to the ABA Standards, coupled with mandates from regional accreditors, will soon require every law school to adopt, implement, and use an institutional assessment plan based on the achievement of desired student learning outcomes. Is your school ready? This guide, intended for law school administrators and faculty, will walk you through the process step by step, answering questions, giving tips on best practices, and, perhaps most importantly, providing you with an action list for developing your school's assessment planning strategy. Our goal is for you to finish this guide with a completed assessment plan in hand and an appreciation of how you can use outcomes assessment to enhance your students' learning experience. "Student Learning Outcomes and Law School Assessment is an excellent tool for any legal or general academic setting that is reviewing what specialized schools are undertaking. . . It is a valuable purchase that can help make your work easier." --Duane A. Strojny, Law Library Journal
Book Synopsis Student Learning Outcomes and Law School Assessment by : Lori E. Shaw
Download or read book Student Learning Outcomes and Law School Assessment written by Lori E. Shaw and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: A sea change is coming. Changes to the ABA Standards, coupled with mandates from regional accreditors, will soon require every law school to adopt, implement, and use an institutional assessment plan based on the achievement of desired student learning outcomes. Is your school ready? This guide, intended for law school administrators and faculty, will walk you through the process step by step, answering questions, giving tips on best practices, and, perhaps most importantly, providing you with an action list for developing your school's assessment planning strategy. Our goal is for you to finish this guide with a completed assessment plan in hand and an appreciation of how you can use outcomes assessment to enhance your students' learning experience. "Student Learning Outcomes and Law School Assessment is an excellent tool for any legal or general academic setting that is reviewing what specialized schools are undertaking. . . It is a valuable purchase that can help make your work easier." --Duane A. Strojny, Law Library Journal
Over the past three or four years, the legal academy has been under pressure to reform, driven by the critique that legal education does not adequately prepare law students to be lawyers. The Carnegie Report, Best Practices for Legal Education, and even publications by the American Bar Association challenge law schools to radically rethink the delivery of legal education by starting at the end and working backwards. The current buzzword for this kind of education is “outcomes-based” education. The reports encourage law schools to focus on demonstrated student learning (outcomes) rather than what students are taught (input). In fact a report by the ABA Outcome Measures Committee recommends that output measures substantially replace input measures for the purpose of law school accreditation, and the ABA is currently considering amendments to its Accreditation Standards that would incorporate parts of that proposal. When presented with the opportunity to teach a new course, I decided to put some of these ideas to the test. Thus, in planning and ultimately delivering my Estates and Trusts course for the first time, I started at the end: by identifying my desired outcomes. What did I want students who completed my course to be able to do? In Stage II, I identified what evidence I would need to determine whether students had achieved these stated goals. What would student proficiency look like, in my course? Having identified such evidence, I designed assessment tools and activities that would measure such evidence and help me determine the level of proficiency. Stage III involved designing my instruction tools and teaching activities geared toward helping students gather the evidence necessary to allow me to assess whether they were achieving the stated outcomes. I planned to teach toward my goals. And finally, in Stage IV, I reviewed the whole process - one goal at a time, one class at a time, one assessment tool at a time - to figure out how I as an instructor had succeeded, or not, at designing and delivering the course from the end to the beginning. In this article, I explore and demonstrate the effectiveness of outcomes-based education in the context of the planning and delivery of this one course. After giving a general overview of outcomes-based education, each section of the article will first describe the particular stage of outcomes-based education (i.e. outcomes, assessment, delivery, evaluation), drawing from non-legal and legal education resources on the topic; and then will describe my process of implementing these ideas, with some evaluation of their usefulness both for me as a teacher, and for my students. I do not think I am ruining the story by giving away the ending: Requiring clarity and transparency about my goals for this course, and gearing the entire course toward helping students meet those goals resulted in a course that felt more intentional, contextual, and capable of reproduction than any course I had taught before. I believe the students benefited from my planning and teaching, by gaining more understanding both of the material itself, and also of the process of learning the material. Their ability to self-assess throughout the semester improved measurably, allowing me to refine and adjust the materials as needed much more than I had done in previous courses. In short, this way of designing and implementing a course worked beautifully for me, and I believe it worked for my students.
Book Synopsis Outcomes-Based Education One Course at a Time by : Carolyn Grose
Download or read book Outcomes-Based Education One Course at a Time written by Carolyn Grose and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the past three or four years, the legal academy has been under pressure to reform, driven by the critique that legal education does not adequately prepare law students to be lawyers. The Carnegie Report, Best Practices for Legal Education, and even publications by the American Bar Association challenge law schools to radically rethink the delivery of legal education by starting at the end and working backwards. The current buzzword for this kind of education is “outcomes-based” education. The reports encourage law schools to focus on demonstrated student learning (outcomes) rather than what students are taught (input). In fact a report by the ABA Outcome Measures Committee recommends that output measures substantially replace input measures for the purpose of law school accreditation, and the ABA is currently considering amendments to its Accreditation Standards that would incorporate parts of that proposal. When presented with the opportunity to teach a new course, I decided to put some of these ideas to the test. Thus, in planning and ultimately delivering my Estates and Trusts course for the first time, I started at the end: by identifying my desired outcomes. What did I want students who completed my course to be able to do? In Stage II, I identified what evidence I would need to determine whether students had achieved these stated goals. What would student proficiency look like, in my course? Having identified such evidence, I designed assessment tools and activities that would measure such evidence and help me determine the level of proficiency. Stage III involved designing my instruction tools and teaching activities geared toward helping students gather the evidence necessary to allow me to assess whether they were achieving the stated outcomes. I planned to teach toward my goals. And finally, in Stage IV, I reviewed the whole process - one goal at a time, one class at a time, one assessment tool at a time - to figure out how I as an instructor had succeeded, or not, at designing and delivering the course from the end to the beginning. In this article, I explore and demonstrate the effectiveness of outcomes-based education in the context of the planning and delivery of this one course. After giving a general overview of outcomes-based education, each section of the article will first describe the particular stage of outcomes-based education (i.e. outcomes, assessment, delivery, evaluation), drawing from non-legal and legal education resources on the topic; and then will describe my process of implementing these ideas, with some evaluation of their usefulness both for me as a teacher, and for my students. I do not think I am ruining the story by giving away the ending: Requiring clarity and transparency about my goals for this course, and gearing the entire course toward helping students meet those goals resulted in a course that felt more intentional, contextual, and capable of reproduction than any course I had taught before. I believe the students benefited from my planning and teaching, by gaining more understanding both of the material itself, and also of the process of learning the material. Their ability to self-assess throughout the semester improved measurably, allowing me to refine and adjust the materials as needed much more than I had done in previous courses. In short, this way of designing and implementing a course worked beautifully for me, and I believe it worked for my students.
"This book discusses every aspect of assessment from the broad topics of creating a culture of assessment and the institutional assessment process to the more specific topics of assessing student learning at the course and program levels and assessing teaching effectiveness. The book models assessment at the institutional level, the course level, and throughout the law school (experiential learning programs, legal writing courses, centers and concentrations, extracurricular activities, non-academic offices). In addition to explaining the assessment process generally and in a variety of specific contexts, this book provides example assessment documents and tools that law schools can adapt as necessary. Moreover, the book offers suggestions for law schools on peer, student, and self-assessment of teaching effectiveness, both formative (ongoing teaching development) and summative (personnel decisions). Administrators, new professors, and seasoned professors will find guidance and advice on all aspects of assessing teaching and student learning"--
Book Synopsis Assessment of Teaching and Learning by : Gerald F. Hess
Download or read book Assessment of Teaching and Learning written by Gerald F. Hess and published by Carolina Academic Press LLC. This book was released on 2020 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This book discusses every aspect of assessment from the broad topics of creating a culture of assessment and the institutional assessment process to the more specific topics of assessing student learning at the course and program levels and assessing teaching effectiveness. The book models assessment at the institutional level, the course level, and throughout the law school (experiential learning programs, legal writing courses, centers and concentrations, extracurricular activities, non-academic offices). In addition to explaining the assessment process generally and in a variety of specific contexts, this book provides example assessment documents and tools that law schools can adapt as necessary. Moreover, the book offers suggestions for law schools on peer, student, and self-assessment of teaching effectiveness, both formative (ongoing teaching development) and summative (personnel decisions). Administrators, new professors, and seasoned professors will find guidance and advice on all aspects of assessing teaching and student learning"--
The Assessment in Legal Education book series offers perspectives on assessment in legal education across a range of Common Law jurisdictions. Each volume in the series provides: Information on assessment practices and cultures within a jurisdiction. A sample of innovative assessment practices and designs in a jurisdiction. Insights into how assessment can be used effectively across different areas of law, different stages of legal education and the implications for regulation of legal education assessment. Appreciation of the multidisciplinary and interdisciplinary research bases that are emerging in the field of legal education assessment generally. Analyses and suggestions of how assessment innovations may be transferred from one jurisdiction to another. The series will be useful for those seeking a summary of the assessment issues facing academics, students, regulators, lawyers and others in the jurisdictions under analysis. The exemplars of assessment contained in each volume may also be valuable in assisting cross-jurisdictional fertilisation of ideas and practices. This first volume focuses on assessment in law schools in England. It begins with an introduction to some recent trends in the culture and practice of legal education assessment. The first chapter focuses on the general regulatory context of assessment and learning in that jurisdiction, while the remainder of the book offers useful exemplars and expert critical discussion of assessment theories and practices. The series is based in the PEARL Centre (Profession, Education and Regulation in Law), in The Australian National University’s College of Law.
Book Synopsis Critical Perspectives on the Scholarship of Assessment and Learning in Law by : Alison Bone
Download or read book Critical Perspectives on the Scholarship of Assessment and Learning in Law written by Alison Bone and published by ANU Press. This book was released on 2019-07-31 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Assessment in Legal Education book series offers perspectives on assessment in legal education across a range of Common Law jurisdictions. Each volume in the series provides: Information on assessment practices and cultures within a jurisdiction. A sample of innovative assessment practices and designs in a jurisdiction. Insights into how assessment can be used effectively across different areas of law, different stages of legal education and the implications for regulation of legal education assessment. Appreciation of the multidisciplinary and interdisciplinary research bases that are emerging in the field of legal education assessment generally. Analyses and suggestions of how assessment innovations may be transferred from one jurisdiction to another. The series will be useful for those seeking a summary of the assessment issues facing academics, students, regulators, lawyers and others in the jurisdictions under analysis. The exemplars of assessment contained in each volume may also be valuable in assisting cross-jurisdictional fertilisation of ideas and practices. This first volume focuses on assessment in law schools in England. It begins with an introduction to some recent trends in the culture and practice of legal education assessment. The first chapter focuses on the general regulatory context of assessment and learning in that jurisdiction, while the remainder of the book offers useful exemplars and expert critical discussion of assessment theories and practices. The series is based in the PEARL Centre (Profession, Education and Regulation in Law), in The Australian National University’s College of Law.
Book Synopsis Developing Students' Case Reading, Case Analysis, and Case Reasoning Through Formative Assessment by : James F. Stratman
Download or read book Developing Students' Case Reading, Case Analysis, and Case Reasoning Through Formative Assessment written by James F. Stratman and published by . This book was released on 2011-06-01 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
The assessment planing committee is usually not granted the luxury of suficient time to satisfactorally resolve all its questions and concerns. The pressure to "do something" is too great to permit long delays in beginning to collect some kind of data on program effectiveness. We have used ad hoc procedures and invalid intruments because we have not had the time to seek a strong theoretical base for our work. It is time now, near the And of the initial decade of implementation, to take stock of of where we have been, what we have accomplished, and where we should go next in strengthening our approaches to assessment. Several of the authors inthis volume of New Dirctions for Institutional Research have written previously about the promise of reassessment. We have not lost sight of that feature. But herein optimism is tempered with realism. Along with the promise, some of the perils surrounding assessment are identified and discused. This is the 59th issue of New Directions for Institutional Research. For more information on the series, please see the Journals and Periodical page.
Book Synopsis Implementing Outcomes Assessment by : Trudy W. Banta
Download or read book Implementing Outcomes Assessment written by Trudy W. Banta and published by . This book was released on 1988 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: The assessment planing committee is usually not granted the luxury of suficient time to satisfactorally resolve all its questions and concerns. The pressure to "do something" is too great to permit long delays in beginning to collect some kind of data on program effectiveness. We have used ad hoc procedures and invalid intruments because we have not had the time to seek a strong theoretical base for our work. It is time now, near the And of the initial decade of implementation, to take stock of of where we have been, what we have accomplished, and where we should go next in strengthening our approaches to assessment. Several of the authors inthis volume of New Dirctions for Institutional Research have written previously about the promise of reassessment. We have not lost sight of that feature. But herein optimism is tempered with realism. Along with the promise, some of the perils surrounding assessment are identified and discused. This is the 59th issue of New Directions for Institutional Research. For more information on the series, please see the Journals and Periodical page.
New accreditation rules for law schools require each accredited law school to develop program outcomes and demonstrate that the institution regularly assesses students to determine whether they are meeting the program outcomes. One approach to achieving this process is to link JD program outcomes to professional skills in a case progression analysis. Faculty can then use the case progression analysis to develop outcome measures and assessment tools in individual law school courses. This paper explains new accreditation requirements, explores learning theory that backs this approach, suggests the case progression model, and provides tools for professors to develop assessments in a range of courses to determine whether students are achieving the outcomes. The authors provide examples from a variety of courses to demonstrate the assessment tools.
Book Synopsis Using a Case-Progression Approach to Mapping Learning Outcomes and Developing Assessments by : Jeanette Buttrey
Download or read book Using a Case-Progression Approach to Mapping Learning Outcomes and Developing Assessments written by Jeanette Buttrey and published by . This book was released on 2017 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt: New accreditation rules for law schools require each accredited law school to develop program outcomes and demonstrate that the institution regularly assesses students to determine whether they are meeting the program outcomes. One approach to achieving this process is to link JD program outcomes to professional skills in a case progression analysis. Faculty can then use the case progression analysis to develop outcome measures and assessment tools in individual law school courses. This paper explains new accreditation requirements, explores learning theory that backs this approach, suggests the case progression model, and provides tools for professors to develop assessments in a range of courses to determine whether students are achieving the outcomes. The authors provide examples from a variety of courses to demonstrate the assessment tools.