The Assessment Process: One School’s Experience

1. The Assessment Process:One School’s Experience Dean Lori Shaw University of Dayton School of Law shaw@udayton.edu

2. The Task: Develop an Assessment Plan

3. Learning Outcomes What do we value?

4. Key Questions 1) What does the model Dayton Law graduate know? (This question focuses on doctrinal principles.) 2) What can the model Dayton Law graduate do? (This question focuses on major skills, such as communication.) 3) What does the model Dayton Law graduate value? (This question focuses on the student’s ethics and attitudes towards the profession.)

5. Dayton Law’s Learning Outcomes 1) 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.

6. Dayton Law’s Learning Outcomes 6) 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 Marianistcharism of faith, service, community, and inclusivity in their professional and personal life.

7. Outcome Measures What evidence do we have that our students are learning?

8. What have we gotten ourselves into? • Can we find valid, reliable measures? • How much will this cost in dollars and time? • Can what we measure be used against us in a court of law (or a site visit)?

9. Assessment Tools – A VeryFew Examples Direct Indicators of Learning – Students demonstrate what they know, can do, or value • Knowledge - Exams, Oral Arguments, Standardized Tests, Papers • Skills – Electronic Portfolios, Mock Trials, Externship Evaluations, Standardized Client Experiences • Values – Hours Devoted to Pro Bono Service, Reflection Papers

10. Dayton Pilot Assessment Instrument • The first-year, first-semester students’ skills are being measured using an essay question on their Criminal Law final exam. Both professors teaching this course are developing a rubric listing the issues that should have been spotted and setting forth scoring criteria. • The issue spotting skills will be rated on a scale of 1 to 5 with 1 being poor, 2 being fair, 3 being satisfactory, 4 being good, and 5 being excellent. • A random sample of 12-25 student papers will be scored by two outside evaluators using the rubric.

11. Criteria for Outcome 2: Graduates will exhibit issue-spotting skills. 1) *** 2) When given a set of facts, the student will identify each potentially applicable legal theory as it relates to the facts. 3) When given a set of facts, the student will identify each legal proposition or rule relevant to each potentially applicable legal theory. 4) When given a set of facts, the student will identify the legally significant facts needed for resolution of each legal issue or sub-issue. 5) ***

12. CLOSING THE LOOP Where do we go from here?

13. Key Questions 1) Have our students’ outcomes met our expectations? 2) Are the results of this instrument consistent with those of other instruments/tools? 3) If our outcomes are unacceptable, who should be tasked with addressing the problem and developing solutions? Who are the key players? 4) What are possible solutions? Do we need to change the curriculum, teaching methods, or something else?

14. Completing the Process • The process will not be complete until we close the loop by retesting. • The process is as important as the results!