Professor Andrea Curcio (Georgia State) has published A Simple Low-Cost Institutional Learning-Outcomes Assessment Process, 67 J. Legal Educ. 489 (2018). It’s an informative article, arguing that, in light of budgetary pressures, faculty should use AAC&U style rubrics to assess competencies across a range of courses. The results can then be pooled and analyzed. In her abstract on SSRN, Professor Curcio states:
The essay explains a five-step institutional outcomes assessment process: 1. Develop rubrics for institutional learning outcomes that can be assessed in law school courses; 2. Identify courses that will use the rubrics; 3. Ask faculty in designated courses to assess and grade as they usually do, adding only one more step – completion of a short rubric for each student; 4. Enter the rubric data; and 5. Analyze and use the data to improve student learning. The essay appendix provides sample rubrics for a wide range of law school institutional learning outcomes. This outcomes assessment method provides an option for collecting data on institutional learning outcomes assessment in a cost-effective manner, allowing faculties to gather data that provides an overview of student learning across a wide range of learning outcomes. How faculties use that data depends upon the results as well as individual schools’ commitment to using the outcomes assessment process to help ensure their graduates have the knowledge, skills and values necessary to practice law.
This is an ideal way to conduct assessment, because it involves measuring students’ actual performance in their classes, rather than on a simulated exercise that is unconnected to a course and in which, therefore, they may not give full effort. This article is particularly valuable to the field because it includes sample rubrics for a range of learning outcomes that law schools are likely to measure. It’s definitely worth a read!
My only concern is with getting faculty buy-in. Professor Curcio states, “In courses designated for outcomes measurement, professors add one more step to their grading process. After grading, faculty in designated courses complete an institutional faculty-designed rubric that delineates, along a continuum, students’ development of core competencies encompassed by a given learning outcome. The rubric may be applied to every student’s work or to that of a random student sample.” Continue reading