54 Pages Posted: 3 Apr 2017
Date Written: February 26, 2017
New accreditation rules for law schools require each accredited law school to develop program outcomes and demonstrate that the institution regularly assesses students to determine whether they are meeting the program outcomes. One approach to achieving this process is to link JD program outcomes to professional skills in a case progression analysis. Faculty can then use the case progression analysis to develop outcome measures and assessment tools in individual law school courses. This paper explains new accreditation requirements, explores learning theory that backs this approach, suggests the case progression model, and provides tools for professors to develop assessments in a range of courses to determine whether students are achieving the outcomes. The authors provide examples from a variety of courses to demonstrate the assessment tools.
Keywords: Assessment, Outcomes, ABA, Legal Education
Suggested Citation: Suggested Citation
Buttrey, Jeanette and Dannebohm, Laura and Eggers, Vickie and Larson, Joni and Martin-Scott, Mable and O’Leary, Kimberly E., Using a Case-Progression Approach to Mapping Learning Outcomes and Developing Assessments (February 26, 2017). University of Detroit Mercy Law Review, Vol. 95, Forthcoming. Available at SSRN: https://ssrn.com/abstract=2943739