Learning Outcomes and Student Assessment Bibliography - Capital University Law School

Learning Outcomes and Student Assessment Bibliography


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    2018-2019 Standards and Rules of Procedure for Approval of Law Schools - Chapter 3: Program of Legal Education 

    Transition to and Implementation of the New Standards and Rules of Procedure for Approval of Law Schools (August 13, 2014) 

    Managing Director's Guidance Memo: Standards 301, 302, 314 and 315 (June 2015) 

    Managing Director's Guidance Memo: Standards 303(a)(3), 303(b), and 304 (March 2015) 



    Experiential Education in the Law School Curriculum (Emily Grant, Sandra Simpson & Kelly Terry eds., 2018)
    Capital University Law School Library Reserve Room LOSA Collection: KF272.E99 2018

    Andrea Susnir Funk, The Art of Assessment: Making Outcomes Assessment Accessible, Sustainable, and Meaningful (2017)
    Capital University Law School Library Reserve Room LOSA Collection: KF272.F86 2017

    Michael Hunter Schwartz, Sophie M. Sparrow & Gerald F. Hess, Teaching Law by Design: Engaging Students from the Syllabus to the Final Exam (2d ed. 2017)
    Capital University Law School Library Reserve Room LOSA Collection: KF272.S37 2017

    Learning from Practice: A Text for Experiential Legal Education (Leah Wortham, Alexander Scherr, Nancy Maurer & Susam L. Brooks, 3d ed. 2016)
    Capital University Law School Library Reserve Room LOSA Collection: KF300.L43 2016

    Building on Best Practices: Transforming Legal Education in a Changing World (Deborah Maranville, Lisa Radtke Bliss, Carolyn Wilkes Kaas & Antoinette Sedillo Lopez eds., 2015)
    Capital University Law School Library Reserve Room LOSA Collection: KF273.B848 2015

    Lori E. Shaw & Victoria L. VanZandt, Student Learning Outcomes and Law School Assessment: A Practical Guide to Measuring Institutional Effectiveness (2015)
    Capital University Law School Library Reserve Room LOSA Collection: KF272.S52 2015

    Barbara E. Walvoord, Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education (2d ed. 2010)
    Capital University Law School Library Reserve Room LOSA Collection: LB2822.75.W35 2010

    Gregory S. Munro, Outcomes Assessment for Law Schools (2000)
    Capital University Law School Library Reserve Room LOSA Collection: KF272.M86 2000



    Andi Curcio & Alexis Martinez, "Assessing Institutional Learning-Outcomes Using Rubrics: Lessons Learned," (Feb. 18, 2019), https://bestpracticeslegaled.albanylawblogs.org/2019/02/18/assessing-institutional-learning-outcomes-using-rubrics-lessons-learned/
    Discusses best practices and lessons learned while using rubrics to assess institutional learning outcomes.

    Judith Welch Wegner, "Law School Assessment in the Context of Accreditation: Critical Questions, What We Know and Don’t Know, and What We Should Do Next," 67 J. Legal Educ. 412 (2018), https://jle.aals.org/home/vol67/iss2/3/
    illuminates the concept of assessment in order to help law school faculty members implement high-quality assessment practices and cast out erroneous assumptions or problematic practices.

    Susan Hanley Duncan, "They’re Back! The New Accreditation Standards Coming to a Law School Near You—A 2018 Update, Guide to Compliance, and Dean’s Role in Implementing," 67 J. Legal Educ. 462 (2018), https://jle.aals.org/home/vol67/iss2/4/
    Provides practical step-by-step guidance on the process of identifying institutional learning outcomes and reviews best practices, with additional discussion on the role of the dean at each step.

    Andrea A. Curcio, "A Simple Low-Cost Institutional Learning-Outcomes Assessment Process," 67 J. Legal Educ. 489 (2018), https://jle.aals.org/home/vol67/iss2/5/
    Identifies a five-step process for assessing institutional learning outcomes using rubrics.

    Lindsey P. Gustafson, "When Assessment Impedes Student Learning: Analyzing the Consequential Validity of Our Assessment Systems," May 8, 2018, https://ssrn.com/abstract=3175668
    Describes the limited data available on the impact increased assessment across the curriculum has on student learning and discusses best practices for building assessments with high consequential validity that improve rather than detract from student’s learning in other courses.

    Renee Nicole Allen & Alicia R. Jackson, "Contemporary Teaching Strategies: Effectively Engaging Millennials Across the Curriculum," 95 U. Det. Mercy L. Rev. 1 (2017), https://ssrn.com/abstract=2985145
    Explores contemporary teaching strategies that encourage an environment that fosters effective formative assessments in response to ABA Standard 314.

    Karen McDonald Henning & Julia Belian, "If You Give a Mouse a Cookie: Increasing Assessments and Individualized Feedback in Law School Classes," 95 U. Det. Mercy L. Rev. 35 (2017), https://ssrn.com/abstract=3223578
    Discusses how frequent, low-stakes, essay quizzes employ basic principles of cognitive science to overcome deficits in critical thinking, problem solving, and writing skills in current students.

    Ruth Colker, Ellen Deason, Deborah Merritt, Abigail Shoben & Monte Smith, "Formative Assessments: A Law School Case Study," 94 U. Det. Mercy L. Rev. 387 (2017), http://www.udetmercylrev.com/wp-content/uploads/2018/03/Colker.pdf
    Discusses the empirical results of a three-year study on the effect of formative assessments on overall law student performance.

    Daniel Schwarcz & Dion Farganis, "The Impact of Individualized Feedback on Law Student Performance," 67 J. Legal Educ. 139 (2017), https://jle.aals.org/home/vol67/iss1/7/
    Discusses the empirical results of an investigation on the impact that individualized feedback in a core doctrinal class in their first year can have on law students’ development.

    Charles P. Cercone & Adam Lamparello, "Assessing a Law School's Program of Legal Education to Comply with the American Bar Association's Revised Standards and Maximize Student Attainment of Core Lawyering Competencies," 86 UMKC L. Rev. 37 (2017), https://ssrn.com/abstract=2847146
    Describes a blueprint for a six-step process that ensures compliance with the new ABA standards and maximizes institutional effectiveness.

    Hillary Burgess, "Beyond Learning Objectives: A Taxonomy to Maximize Outcomes"
    (Jan. 14, 2017), https://ssrn.com/abstract=2898648

    Provides an introduction to a taxonomy specifically for cognitive legal learning objectives and outcome measurements.

    Neil Hamilton, "Off-the-Shelf Formative Assessments to Help Each Student Develop Toward a Professional Formation/Ethical Professional Identity Learning Outcome of an Internalized Commitment to the Student's Own Professional Development," 68 Mercer L. Rev. 687 (2017), https://ssrn.com/abstract=2910782
    Analyses ready-made, standardized formative assessments that a professor could use with respect to professional-formation learning outcomes.

    Neil Hamilton, "Formation-of-an-Ethical-Professional-Identity (Professionalism) Learning Outcomes and E-Portfolio Formative Assessments," 48 U. Pac. L. Rev. 847 (2017), http://www.mcgeorge.edu/Documents/Publications/hamilton_TUOPLR484.pdf
    Discusses principles to guide the development of student learning outcomes and encourages the use of student e-portfolios to foster higher levels of competency in achieving those outcomes.

    Neil Hamilton & Sarah Schaefer, "What Legal Education Can Learn From Medical Education About Competency-Based Learning Outcomes Including Those Related to Professional Formation and Professionalism," 29 Geo. J. Legal Ethics 399 (2016), https://ssrn.com/abstract=2643031
    Describes how medical schools dealt with similar changes to their accreditation standards 15 years ago, and explains how law schools can apply those lessons to their current challenges.

    Adam Lamparello, "The Integrated Law School Curriculum," 8 Elon L. Rev. 407 (2016), https://www.elon.edu/e/CmsFile/GetFile?FileID=553
    Provides a blueprint for a competency-based law school curriculum that makes structural and sequential changes while retaining the traditional emphases on doctrine, skills, and clinics.

    Joni Larson, "Getting Up to Speed: Understanding the Connection between Learning Outcomes and Assessments in a Doctrinal Course" (Sept. 5, 2016) https://ssrn.com/abstract=2835147
    Explains how to define learning outcomes, and describes how to create assessments and incorporate them into a doctrinal course.

    Anthony Niedwiecki, "Law Schools and Learning Outcomes: Developing a Coherent, Cohesive, and Comprehensive Law School Curriculum," 64 Clev. St. L. Rev. 661 (2016), http://repository.jmls.edu/facpubs/627/
    Provides an overview on the development of the new ABA standards, and describes specific steps schools can take to develop learning outcomes at the institutional, program, and course levels.

    Anthony Niedwiecki, "Prepared for Practice? Developing a Comprehensive Assessment Plan for a Law School Professional Skills Program," 50 U.S.F. L. Rev. 245 (2016), http://repository.jmls.edu/facpubs/625/
    Provides an overview of how the new ABA standards impact the curricular planning process, explains how to develop learning outcomes and map them across the curriculum, and discusses what makes an assessment plan effective.

    Olympia Duhart, "'It's Not for a Grade': The Rewards and Risks of Low-Risk Formative Assessment in the High-Stakes Law School Classroom," 7 Elon L. Rev. 491 (2015), https://ssrn.com/abstract=2643909
    Discusses the rewards and limitations of using low-risk formative assessments, provides a variety of samples of low-risk formative assessment tools, and suggests strategies for minimizing the burdens on faculty members who want to expand their use of such tools. 

    David I. C. Thomson, "When the ABA Comes Calling, Let's Speak the Same Language of Assessment," 23 Persp.: Teaching Legal Res. & Writing 68 (2014), https://ssrn.com/abstract=2541859
    Describes the different levels of assessment for law schools and explains the goals of each level.

    Cara Cunningham Warren, "Achieving the American Bar Association's Pedagogy Mandate: Empowerment in the Midst of a Perfect Storm," 14 Conn. Pub. Int. L.J. 67 (2014), https://ssrn.com/abstract=2477475
    Introduces a teaching effectiveness framework based on the work of the National Research Council of the National Academies and adapts it for use in legal education.

    Barbara Glesner Fines, "The Power of a Destination: How Assessment of Clear and Measurable Learning Outcomes Drives Student Learning" (Feb. 13 2014), https://ssrn.com/abstract=2529086
    Provides a practical step-by-step approach to developing learning outcomes and related assessment methods, with examples geared toward Professional Responsibility courses.

    Herbert N. Ramy, "Moving Students from Hearing and Forgetting to Doing and Understanding: A Manual for Assessment in Law School," 41 Cap. U. L. Rev. 837 (2013), https://ssrn.com/abstract=2123560
    Explains the assessment process in a law school setting, suggests ways to simplify the feedback portion of the process, and provides examples for a variety of assessment tools.

    Ruth Jones, "Assessment and Legal Education: What Is Assessment, and What the *# Does It Have to Do with the Challenges Facing Legal Education?," 45 McGeorge L. Rev. 85 (2013), http://scholarlycommons.pacific.edu/mlr/vol45/iss1/4
    Provides an introduction to assessment and its implementation in law schools.

    Mary A. Lynch, "An Evaluation of Ten Concerns about Using Outcomes in Legal Education," 38 Wm. Mitchell L. Rev. 976 (2012), http://open.mitchellhamline.edu/wmlr/vol38/iss3/8/
    Examines the most common concerns expressed by law professors and administrators surrounding the use of student learning outcomes.

    Andrea A. Curcio, "Moving in the Direction of Best Practices and the Carnegie Report: Reflections on Using Multiple Assessments in a Large-Section Doctrinal Course,"
    19 Widener L.J. 159 (2009), http://heinonline.org/HOL/Page?handle=hein.journals/wjpl19&collection=journals&id=161

    Provides an introduction to assessment in the law school context and discusses issues that changes in assessment approaches will engender.



    Best Practices for Legal Education Blog: https://bestpracticeslegaled.albanylawblogs.org/ 

    Educating Tomorrow's Lawyers Blog: http://iaals.du.edu/blog?initiative=1/ 

    Law School Assessment Blog: https://lawschoolassessment.org/ 



    Learning Outcomes Database
    A searchable clearinghouse of law school learning outcomes. Updated quarterly.


    California Western  Massachusetts 
    Concordia  Penn State - Dickinson 
    Dayton  Seton Hall 
    DePaul  South Carolina 
    Drake  St. John's 
    Hofstra  Syracuse 
    Indiana - Bloomington  Temple 
    Loyola - New Orleans  Villanova 
    Maryland  Widener 


    For more examples, click here.


    Updated June 18, 2019.