the use of formative assessment in legal education
TRANSCRIPT
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The Use of Formative Assessments
in Legal EducationTommy Sangchompuphen
July 21, 2015
866.429.8889 | 1.954.429.8889 learn.examsoft.com
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The Use of Formative Assessmentsin Legal Education
Tommy SangchompuphenAssociate Dean for Student Learning and Assessment
Lincoln Memorial University—Duncan School of Law
+Webinar Description
The American Bar Association has taken steps to try to improve the state of the education students receive by implementing new standards and rules for law schools. Under ABA Standard 314, law schools must now be engaged in meaningful assessment of their progress in helping students achieve outcome goals. While the Standards create considerable space for schools to develop their own assessment schemes that fit their program and their mission, each school must use both summative assessments (typically final examinations) and formative assessments, which must be integrated into the school’s program to provide meaningful feedback to improve student learning.
This webinar will examine the different kinds of assessments that a law school can administer using ExamSoft in order to seriously measure its success in meeting the outcomes that it has identified as appropriate to its mission.
+Objectives
Explain the new ABA Standards regarding learning outcomes and assessment
Describe kinds of assessments
Illustrate how using ExamSoft can assist with assessment, evaluation and decision-making
+The Law School Landscape
+The New ABA Standards for Assessment
Chapter 3 – Program of Legal Education
Standard 302 – Learning Outcomes
Standard 314 – Assessment of Student Learning
Standard 315 – Evaluation of PLE, Learning Outcomes, and Assessment Methods
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+Timeline for Implementation
Application of the Standards begins with the 2016-17 academic year
But schools with 2015-16 site visits should be prepared to report on how they are working to come into compliance with what the Standards require
Schools must show that they are ”seriously engaged in the work that is necessary to develop and adopt learning outcomes and to develop and adopt an assessment program”
+What is Assessment?
Assessment Evaluation Decision-
making
+Standard 302: Learning Outcomes
A law school shall establish learning outcomes that shall, at a minimum, include competency in the following:
(a) Knowledge and understanding of substantive and procedural law;
(b) Legal analysis and reasoning, legal research, problem solving, and written and oral communication in the legal context;
(c) Exercise of proper professional and ethical responsibilities to clients and the legal system; and
(d) Other professional skills needed for competent and ethical participation as a member of the legal profession.
+Standard 314: Assessment of Student Learning
A law school shall utilize both formative and summative assessment methods in its curriculum to measure and improve student learning and provide meaningful feedback to students.
+Interpretation 314-1
Formative assessment Regular assessments throughout the
semester that enable faculty to provide students with useful feedback on their progress and ways they can improve
Summative assessment Assessments given at the end of a course to
measure what a student has learned over the course of the full semester or year
Third?
+Diagnostic Assessments
Help identify students’ current knowledge of a subject
Clarify misconceptions before teaching takes place
Types of diagnostic assessments Pre-tests Self-assessments Interviews
+Summative Assessments
Evaluate student’s comprehension of course-learning objectives (usually a final examination)
Provides explanation for grade
Measures course-learning objectives
Indicates whether the student has an acceptable level of knowledge-gain
+Types of Summative Assessments
Final examinations (or other major, high-stakes exams)
Term or seminar papers
Projects
Portfolios
Performances
Student evaluation of the course
+Formative Assessments
Regular assessments throughout the semester that enable faculty to provide students with useful feedback on their progress and ways they can improve
+IMPORTANT!
The primary focus of formative assessment is to improve student learning.
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What they are not?
+Benefits of Formative Assessments to Faculty
Provide regular feedback that can be applied immediately
Provide useful information about what students have learned without the amount of time required for preparing tests, reading papers, etc.
Allow you to address student misconceptions or lack of understanding in a timely way
Help to foster good working relationships with students and encourage them to understand that teaching and learning are on-going processes that require full participation
+Benefits of Formative Assessments to Students
Help develop self-assessment and learning management skills
Reduce feelings of isolation and impotence, especially in large classes
Increase understanding and ability to think critically about the course content
Foster an attitude that values understanding and long-term retention
Show your interest and caring about their success in your classroom
Reduce procrastination!
+What Can Formative Assessments Evaluate
Cognitive
Behavioral
Performance
Attitudinal
+Types of Formative Assessments
In-class participation (clicker technology)
Quizzes
Writing assignments
+Other Types of Formative Assessments
One-Minute Paper
Muddiest Point
Chain Notes
Student-generated test questions
Exam Evaluations
Student Rep Group
Peer Review
Angelo, Thomas A. and K. Patricia Cross, 1993, Classroom Assessment Techniques: A Handbook for College Teachers, Second Edition, San Francisco: Jossey-Bass Publishers.
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80% of law schools use ExamSoft!
But,
Most simply use it as an exam-taking tool!
+ExamSoft Categories
+Programmatic Learning Outcomes Categories
+Course-level Learning Objectives Categories
+Subject Matter Outline Categories
+Subject Matter Outline Categories
LMU Law National Conference of Bar Examiners
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Subject Matter Outline
Programmatic Learning Outcome
Course-levelOutcomes
+Why All the Categories?
We know what specifically is being taught in each course.
We know areas where students are strong and weak.
We know what’s not covered in the course and/or the curriculum.
We know what other courses may need to address a particular PLO.
+Benefit or Burden?
34 PLO tags
440 CLLO tags
753 SMO tags
+Strengths and Improvement Opportunities Report
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+July 2013 Tennessee Bar Exam
81%(-2.93%)
+July 2014 Tennessee Bar Exam
77%(+4.94%)
+July 2015 Tennessee Bar Exam
????
+What to Do, Re-do and Rethink
1. Creating measureable—and manageable—learning outcomes.
2. Getting faculty “buy-in.”
3. Developing a culture of assessment throughout the curriculum for faculty and students.
4. Tagging all questions appropriately.
5. Assessing the assessment.
6. Providing immediate feedback to students.
7. Modifying learning outcomes and tags as appropriate.
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Questions?
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THANK YOU!
Tommy Sangchompuphen
Associate Dean for Student Learning and Assessment and
Associate Professor of Law
Lincoln Memorial University – Duncan School of Law
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