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How LRW Faculty can Contribute to Their Law School’s Assessment Plan

David Thomson (University of Denver)

Sophie Sparrow (University of New Hampshire)

Lori Shaw (University of Dayton)

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Recognize that LRW Profs can become leaders in the conversation

Understand the language and process of assessment

Recognize that LRW Profs are already experts at assessment

Session Outcomes

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QuestionsLanguage and Process

Introduction and Background

Session Plan

Taking it School Wide

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IntroductionOur Current Situation

Where we want to get to

Our Fictional Law Student

Our Fictional Law Professor

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ContextABA Standards

Introduction to Assessment

Experience at my own School

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Small group discussion

How many of your law school faculties have articulated learning outcomes?

Have you aligned your Rubrics with your Outcomes?

Has your LRW Program Articulated Learning Outcomes?

Participant Engagement

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Language and Process

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Assessment Terms & Process

No one set of definitions

Assessment concepts are shared

Don’t let the language interfere

Use definitions adopted by others

Many ways to assess effectively

Assessment is powerful & FUN!

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“That which we measure we tend to improve.”

David Leach, MD

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Assessment Assessment cycle Learning goals, objectives &

outcomes Formative and summative - Rubrics Alignment Assessment plan

Assessment Terms & Process

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Assessment: gathering information about student learning to improve teaching and learning

We do this already - all the time, formally and informally

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1. Articulate student

learning goals & objectives

2. Gather information about how

well students are learning (outcomes)

3. Give feedback

(formative rubrics), interpret

information (alignment).

4. Use information to

improve teaching and

learning

Assessment Cycle

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1. Identify Learning Goals

• Broad, general, long-range statements of what the program, course, or activity intends to accomplish

Can be at the class, course, program level

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Learning Goals - Examples

LAR&W students will communicate legal analysis effectively JD students graduate “client-ready”

for the 21st Century

Each learning goal will often have multiple learning objectives

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Identify Learning Objectives

•Specific, measurable descriptions of knowledge (cognitive), skills (behavioral), and values (affective)

students should show by end of learning unit (class, course, program). 

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Learning Objectives - Examples• LAR&W: Given new set of facts, student will effectively research, analyze & write

• Pre-trial advocacy: Given discovery problem, student will listen and consider colleagues’ experience, knowledge & insights

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2. Get data: Learning Outcomes• Like objectives: specific knowledge, skills, values students have achieved

Based on objective evidence (performance, product).

ABA 302: identify, publish outcomesABA 305(a): use evidence to show competency

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Learning Outcomes - Examples•LAR&W: Given a new problem,

85% students accurately identified binding authority and

rules, identified and applied relevant

facts, cited authorities, and presented analysis in coherent

prose.

Evidence (direct): student work, rubric dataEvidence (indirect): student surveys

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3. Give feedback: Formative & Summative Assessment

•Formative: meaningful feedback designed to help students improve

•Summative: feedback that evaluates performance, e.g. score or grade

Feedback can be both (e.g. comments, rubrics)

ABA 304: provide variety of both across the curriculum

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Feedback using RubricsScoring tools that name specific expectations for

assignment parts & describe levels of performance

Valuable for students and teachers

Example:

Team Pre-sentation

Exemplary Competent Developing

Skills and teamwork

� All teammates participate in presentation, with each getting about the same amount of time

� Teammates show each other respect

� All teammates participate, with some imbalance

� Teammates mostly show each other respect

� Presentation unbalanced; a few people dominate

� Teammates show little respect or courtesy

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“People pay attention to what you inspect, not

what you expect.”

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Check Alignment

How well do student outcomes reflect your goals & objectives?

Gaps between?

Experience at UNH

Remediate – step 4: change teaching

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Assessment Plans must be:

Ongoing

Sustainable

Use multiple measures

Flexible

Public

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Participant Engagement

On the white index card on your seat...

Name 3 (or more) Learning Outcomes for LRW that you have for your students

Discuss with your neighbors

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Your Assessment Process

How do you assess your objectives - that is, gather student outcomes?

How do you check for alignment?

Where are there gaps?

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Taking it School-wide

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What does institutional assessment have to do with me?

“We assess that which we value.”

- Lloyd Bond, Carnegie Institute

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Taking a leadership role in this area will only enhance your professional reputation among

your colleagues.

Your school and students need that expertise.

You already possess expertise in teaching and assessment.

A stronger emphasis on learning outcomes benefits both students and legal writing

professionals.

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6 Key Points to Remember...

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Institutional Assessment1. Compels faculty to work together to expressly identify the broad outcomes they seek – “Truth in Advertising”

2. Provides empirical evidence of success (and failure) for faculty, administrators, and “customers” (students and prospective students) – “A U.S. News Alternative”

3. Requires a thoughtful, carefully structured plan – “Focus on Quality of Assessment, NOT Quantity”

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Institutional Assessment4. Focuses on the collective, not the individual performance of students – “Representative Samples”

5. Focuses on the collective, not the individual performance of faculty – “Focuses on Students’ Overall Experience”

6. Requires that we “close the loop” – “Change for the Better ”

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Dayton Law’s Learning Outcomes1) Graduates will demonstrate knowledge

and understanding of the law.

2) Graduates will exhibit issue-spotting skills.

3) Graduates will demonstrate analytical and problem-solving skills.

4) Graduates will communicate effectively and efficiently to individuals and groups.

5) Graduates will perform effective and efficient legal and non-legal research.

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Dayton Law’s Learning Outcomes6) Graduates will demonstrate

competency in legal practice skills.

7) Graduates will recognize and resolve ethical dilemmas.

8) Graduates will exhibit and continue to develop professional competency.

9) Graduates will adopt the Marianist charism of faith, service, community, and inclusivity in their professional and personal life.

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What do you want your graduates to value?

What do you want your graduates to be able to do?

What do you want your graduates to know?

Participant Engagement

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Panel Discussion

Barriers to Assessment

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Questions