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

40 Pages Posted: 3 Feb 2017

See all articles by Neil W. Hamilton

Neil W. Hamilton

University of St. Thomas School of Law (Minnesota)

Date Written: 2017

Abstract

This article analyzes “off the shelf” formative assessments that provide meaningful feedback to improve student learning on a professional-formation learning outcome that each student should demonstrate understanding and integration of responsibility for continually self-evaluating the student’s own professional development toward excellence. “Off-the-shelf,” refers to ready-made, standardized formative assessments that a professor could use with respect to these learning outcomes.

Part II analyzes the professional-formation learning outcomes that law schools have adopted as of October 15, 2016. Part III gives a brief summary of what we know about the most effective curriculum to foster student development toward professional-formation learning outcomes. Part IV focuses on an analysis of off-the-shelf formative assessments that provide meaningful feedback on a learning outcome that each student should demonstrate understanding and integration of responsibility for continually self-evaluating the student’s own professional development toward excellence.

Keywords: professionalism, professional formation, ethical professional identity, learning outcomes and assessment, self-directed learning

Suggested Citation

Hamilton, Neil W., 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 (2017). 67 Mercer Law Review, 2017 (Forthcoming), U of St. Thomas (Minnesota) Legal Studies Research Paper No. 17-02, Available at SSRN: https://ssrn.com/abstract=2910782

Neil W. Hamilton (Contact Author)

University of St. Thomas School of Law (Minnesota) ( email )

MSL 400, 1000 La Salle Avenue
Minneapolis, MN Minnesota 55403-2005
United States

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