how lrw faculty can contribute to their law school ’ s assessment plan
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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). Session Outcomes. Recognize that LRW Profs are already experts at assessment. - PowerPoint PPT PresentationTRANSCRIPT
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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