[PDF] Outcomes Assessment For Law Schools eBook

Author : Andrea Susnir Funk
Publisher : Carolina Academic Press LLC
Page : 154 pages
File Size : 41,50 MB
Release : 2017
Category : Educational evaluation
ISBN : 9781611637359

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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.

Author : Lori E. Shaw
Publisher :
Page : 0 pages
File Size : 42,57 MB
Release : 2015
Category : Law
ISBN : 9781611632668

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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

Author : Carolyn Grose
Publisher :
Page : 0 pages
File Size : 32,84 MB
Release : 2012
Category :
ISBN :

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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.

Author : Alison Bone
Publisher : ANU Press
Page : 191 pages
File Size : 38,43 MB
Release : 2019-07-31
Category : Law
ISBN : 1760463000

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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.

Author : Barbara E. Walvoord
Publisher : John Wiley & Sons
Page : 151 pages
File Size : 49,25 MB
Release : 2010-03-02
Category : Education
ISBN : 0470593318

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The first edition of Assessment Clear and Simple quickly became the essential go-to guide for anyone who participates in the assessment process in higher education. With the increased pressure to perform assessment to demonstrate accountability, Assessment Clear and Simple is needed more than ever. This second edition of the classic resource offers a concise, step-by-step guide that helps make assessment simple, cost-efficient, and useful to an institution. It contains effective strategies for meeting the requirements of accreditation agencies, legislatures, review boards, and others, while emphasizing and showing how to move from data to actions that improve student learning. This thoroughly revised and updated edition includes many new or expanded features, including: Illustrative examples drawn from the author's experience consulting with more than 350 institutions A basic, no-frills assessment plan for departments and for general education Tips on how to integrate portfolios and e-portfolios into the assessment process Suggestions for using rubrics and alternatives to rubrics, including doing assessment for multidisciplinary work Clear instructions on how to construct a coherent institution-wide assessment system and explain it to accreditors Ideas for assigning responsibility for general education assessment Strategies for gathering information about departmental assessment while keeping the departmental workload manageable Information on how to manage assessment in times of budgetary cutbacks Praise for the Second Edition of Assessment Clear and Simple "Walvoord's approach to assessment is wonderfully straightforward; it is also effective in facilitating faculty engagement in assessment. We've applied a number of her methods to our campus assessment efforts with success. This book makes assessment both manageable and useful in improving and enhancing student learning." Martha L. A. Stassen, director of assessment, University of Massachusetts, Amherst, and president, New England Educational Assessment Network (NEEAN) "Walvoord's work clearly presents the basics for getting started in assessment of student learning while honestly addressing the complexities of assessment when driven by faculty passion for student learning. This book is a valuable resource for the novice as well as the developing experts who are leading their institutions in academic assessment." Bobbi Allen, faculty assessment director, Delta College

Author : Sinha, G. R.
Publisher : IGI Global
Page : 327 pages
File Size : 29,51 MB
Release : 2020-09-25
Category : Education
ISBN : 1799847853

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In educational institutions, outcome-based education (OBE) remains crucial in measuring how certain teaching techniques are impacting the students’ ability to learn. Currently, these changes in students are mapped by analyzing the objectives and outcomes of certain learning processes. International accreditation agencies and quality assessment networks are all focusing on mapping between outcomes and objectives. The need of assessment tools arises that can provide a genuine mapping in the global context so that students or learners can achieve expected objectives. Assessment Tools for Mapping Learning Outcomes With Learning Objectives is a pivotal reference source that provides vital research on the implementation of quality assessment methods for measuring the outcomes of select learning processes on students. While highlighting topics such as quality assessment, effective employability, and student learning objectives, this book is ideally designed for students, administrators, policymakers, researchers, academicians, practitioners, managers, executives, strategists, and educators seeking current research on the application of modern mapping tools for assessing student learning outcomes in higher education.

Author : National Research Council
Publisher : National Academies Press
Page : 136 pages
File Size : 11,81 MB
Release : 1999-10-06
Category : Education
ISBN : 0309172861

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State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged studentsâ€"state and local administrators and classroom teachers.

Author : Elizabeth F. Barkley
Publisher : John Wiley & Sons
Page : 480 pages
File Size : 11,11 MB
Release : 2016-01-19
Category : Education
ISBN : 1119050898

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50 Techniques for Engaging Students and Assessing Learning in College Courses Do you want to: Know what and how well your students are learning? Promote active learning in ways that readily integrate assessment? Gather information that can help make grading more systematic and streamlined? Efficiently collect solid learning outcomes data for institutional assessment? Provide evidence of your teaching effectiveness for promotion and tenure review? Learning Assessment Techniques provides 50 easy-to-implement active learning techniques that gauge student learning across academic disciplines and learning environments. Using Fink's Taxonomy of Significant Learning as its organizational framework, it embeds assessment within active learning activities. Each technique features: purpose and use, key learning goals, step-by-step implementation, online adaptation, analysis and reporting, concrete examples in both on-site and online environments, and key references—all in an easy-to-follow format. The book includes an all-new Learning Goals Inventory, as well as more than 35 customizable assessment rubrics, to help teachers determine significant learning goals and appropriate techniques. Readers will also gain access to downloadable supplements, including a worksheet to guide teachers through the six steps of the Learning Assessment Techniques planning and implementation cycle. College teachers today are under increased pressure to teach effectively and provide evidence of what, and how well, students are learning. An invaluable asset for college teachers of any subject, Learning Assessment Techniques provides a practical framework for seamlessly integrating teaching, learning, and assessment.