Rapid Prototyping. 2 Hall of Fame or Shame? 3 Hall of Shame.
Assess Me Once, Shame on You
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Transcript of Assess Me Once, Shame on You
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Assess Me Once, Shame on YouCreating and Assessing a
Continuum of Support for At-Risk Law StudentsCourtney G. Lee
University of the Pacific McGeorge School of Law
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Two Types of Assessment
Course Program
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Three Steps of Assessment
See Assessment Clear & Simple, Barbara E. Walvoord
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Pacific McGeorge Assessment Continuum
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Pacific McGeorge Assessment Continuum
Academic Counseling
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Assessment Exercise Example: Relevant Facts
Relevant Fact Why the Fact is Relevant
In the first column, write a relevant fact from the fact pattern. In the second column, write one sentence explaining why that fact is relevant under the applicable rule.
Objectives: Students will demonstrate the ability to choose relevant facts that relate to a specific rule. Students will demonstrate understanding of how logical inferences relate to specific facts in analysis.
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Assessment Exercise Example: Relevant Facts
Relevant Fact Why the Fact is Relevant
In the first column, write a relevant fact from the fact pattern. In the second column, write one sentence explaining why that fact is relevant under the applicable rule.
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Assessment Exercise Example: Outlining a Performance Test
Tone: Audience: Goal: Issues Applicable Rules FactsObjectives: Students will demonstrate the ability to effectively outline a large quantity of information within a timed environment. Students will demonstrate the ability to differentiate between relevant and irrelevant information.
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Assessment Exercise Example: Outlining a Performance Test
Tone: Audience: Goal: Issues Applicable Rules Facts
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Rubrics Help students understand what you
want Help students see what they need to
improve Help you normalize your grading &
speed up the process
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Assessment Exercise Example: Peer Review with RubricObjectives: Students will demonstrate the ability to see positive and negative attributes of others’ work. (Future assignments: Students will demonstrate the ability to apply this understanding to their own work.)
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Program Assessment: Data to Consider Entering credentials (LSAT, UGPA) 1L grades, 2L grades, 3-4L grades (improvement?) Bar pass Student opinion: Is the program working?
LSSSE, student course evaluations, focus groups, individual meetings
Professors’ course evaluations: Are the students “getting it”?
Experiential learning supervisors’ evaluations
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Program Assessment: Avoiding Pitfalls
Voluntary programs: Track students who participated and those who were invited but did not participate
Keep one centralized system & one main “keeper of the system” Excel? Banner? Etc. Registrar?
Hold regular meetings to debrief
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A Few Resources… Assessment Clear and Simple (Walvoord) Legal Analysis: 100 Exercises for Mastery
(Hill, Vukadin) Outcomes Assessment for Law Schools
(Munro) Teaching Law by Design (Schwartz,
Sparrow, Hess)
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Questions?