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Presentation to the Legal Studies Faculty
                 By: Michele Lamontagne
   Kaplan Faculty are all specialists in their
    fields
   Most of us are not trained teachers
   We are all working to better the program
   As part of our Professional Development
    program and to meet accreditation
    standards, we must work to uniformly
    assess the program and align our learning
    objectives.
   The reputation of our program is dependent
    on our students entering the workplace with
    the requisite knowledge and superior
    performance standards.
   Setting learning objectives will insure that
    each graduate meets these standards.
   Learning objectives must be set in the
    following categories: declarative knowledge,
    procedural knowledge and problem solving.
    (Oosterhof, Conrad & Ely, 2008).
   “Any knowledge that can be expressed
    verbally, such as factual information and
    explanations of principles, procedures and
    trends” (Oosterhof et. al,2008, p.16).
   Learning objectives for declarative knowledge
    will include:
    ◦   Law terms and proper use of vocabulary
    ◦   Research sources and their hierarchy
    ◦   Civil and criminal procedural rules
    ◦   Understanding of judicial system in government
   “Knowledge that involves doing something,
    such as making discriminations,
    understanding concepts, and applying rules
    that govern relationships” (Oosterhof et.al,
    2008, p.16).
   Learning objectives for procedural knowledge
    will include:
    ◦   Determining jurisdiction elements for a case
    ◦   Distinguishing between a subpoena and a summons
    ◦   Organizing documents for depositions
    ◦   Completing electronic filing of court documents
   “Involved when one has a goal and has not
    yet identified a means for reaching that goal;
    requires use of existing declarative and
    procedural knowledge” (Oosterhof et.al,
    2008, p.16).
   Learning objectives for problem solving will
    include:
    ◦ Procedure for maintenance of privileged documents
      in multidistrict litigation
    ◦ Organization of system to check potential client
      conflicts
   Learning objectives should logically flow from
    the course curriculum.
   In setting objectives, follow the tasks to be
    learned in the order of the course.
   Learning objectives should actively express
    what a student will learn or be able to do by
    the end of the course. For example “help
    student to …”; “student will identify …”;
    student will discover the …; “introduce
    student to …” (Mihram, 2007).
   Opportunity to assess student outcomes
    through observation. An example of this
    assessment would be having a student
    participate in a mock trial.
   Four components of Performance Objectives:
    Type of capability – information,
    discrimination, concept or rule
    Behavior – learning outcome must be
    observed by a specific behavior
    Situation – context in which the behavior is
    exhibited
    Special Conditions –must be present to show
    the objective from the learner’s behavior
    (Oosterhof et.al,2008).
   Use multiple measures of student
    performance
   Structure authentic assessments that are
    based in real life
   Assessments must be designed with the
    question in mind –What do we want our
    students to know and do at the end of the
    course?
   Assignments should have explicit, clear
    directions and grading criteria (Palloff & Pratt,
    2009).
   Assessments must be constructed to align
    with the outcomes of the course.
   Assessments should meet the higher learning
    levels of Bloom’s Taxonomy – application,
    analysis, synthesis and evaluation.
   By reviewing the different levels of learning,
    instructors can create assessments that
    “measure outcomes appropriate to the course
    level” (Palloff & Pratt, 2009, p.23).
   Formative assessments should be designed to
    give a student a better understanding of the
    standards required of them in a particular
    discipline (Yorke, 2003).
   In the legal studies curriculum, the formative
    assessment must evaluate student performance
    as it relates to an understanding of the applicable
    rules and procedures.
   For example, a multiple choice test that asks the
    student to pick the best answer in light of
    particular facts would assess understanding of
    the rules.
   Examine what a student has learned over a
    longer period of time and review overall
    application of the course.
   Students examine a wide spectrum of rules and
    concepts across several disciplines in light of
    their own real life expectations.
   Performance would be measured on how well
    they apply the rules to the plan and their ability
    to create a cohesive strategy.
   A clear rubric for this assessment would be
    essential for the student to gauge their
    performance against that expected by the
    instructor (Palloff & Pratt, 2009).
   Allow the instructor to observe student skills in
    action
   Good at evaluating procedural knowledge
    particularly application of rules and problem
    solving
   These assessments evaluate the learning process
    not just the end product.
   Scoring these assessments can be challenging
    since a “holistic judgment” is made.
   Rubrics are critical to guide students for the
    overall task and expectation (Oosterhof et.al,
    2008).
   Students need to be empowered learners for
    both learning and assessments.
   Need to include activities with discussions,
    collaborative activities and self-reflection
   Peer review and evaluation will help students
    develop good feedback skills.
   Reflective journals can assist students in
    evaluating their own performance over the
    entire course. (Palloff & Pratt, 2009).
   Online assessments go beyond standard test and
    quizzes.
   Instructors are encouraged to use additional methods
    for student involvement and to measure learning that
    require student reflection.
   Instructors should provide opportunities to
    demonstrate understanding through activities that
    allow a student to apply a concept to situations. This
    will assess a student’s abilities beyond rote
    understanding.
   Blogs, wikis and posts allow students to actively
    participate with classmates and obtain instructor
    feedback.
   Reflective Journals and portfolios permit students to
    self assess their program advancement (Palloff &
    Pratt, 2009).
   Assessments should strive at the course level
    to measure the six levels of Bloom’s
    Taxonomy.
   Knowledge and comprehension can be
    measured through traditional, objective
    criteria. (formative assessments)
   However, the remaining levels, application,
    analysis, synthesis and evaluation will require
    assessment through performance evaluation
    criteria. (Palloff & Pratt, 2009).
   Learner feedback can be utilized as peer review,
    self-reflection, and assessment/instructor
    feedback.
   No matter how the student input is to be
    incorporated, it needs to be closely regulated by
    the instructor.
   Peer review should follow a close rubric to be
    sure that the responses are focused and useful.
   Reflective Journals are helpful for self assessment
    and are usually shared with the instructor.
   Course and instructor evaluations are essential to
    obtain information about particular assessments
    and their usefulness to the student. (Palloff &
    Pratt, 2009).
   Student assessment should contain a
    component for learner feedback.
   These responses should be on a discussion
    board so that the instructor can monitor
    responses and intervene if necessary.
   Instructor should set expectations for the
    feedback:
    ◦   Responds to a question
    ◦   Reflects on what is being discussed
    ◦   Move the discussion in a new direction
    ◦   Ask a question or reflection for further thinking
        (Palloff & Pratt, 2009).
   Can be created to measure a single task or
    complex-task performance
   There must be a specific capability to be
    assessed
   Guidelines include:
    ◦ Describing the particular task
    ◦ Is the focus on the process or product
    ◦ Identify skills that will be verified
    ◦ Set clear instructions
    (Oosterhof et. al,2008).
   Challenges are present when the instructor cannot
    observe student behavior.
   Ambiguity in the assessment can be a major obstacle to
    student success.
   Clear directions and use of rubrics assist students in
    meeting instructor expectations.
   Increasing the number of observations of student work
    will increase the opportunity to measure student
    competencies.
   Scoring plans will assist instructor in measuring more
    complex summative and performance assessments.
   Feedback also plays an important role in grading
    student performance. Grading papers and tests require
    more time from the instructor while a comment during
    a discussion or experiment can be immediate. (Yorke,
    2003).
   Comparison with a Model – student work is
    compared to a sample or model completed by
    the instructor
   Checklist - provides a listing of crieria that the
    student must meet
   Rating Scales – similar to a checklist but it
    supplies a rating of how well the student
    completed the task
   Scoring Rubrics – supplies a range of how well
    the student completed an activity but allows
    several skills to be assessed at one time.
    (Oosterhof et. al, 2008).
   When assessments are complete the next
    step is to determine if the assessment met
    the learning objectives developed at the
    beginning of the course.
   Use multiple measures including all feedback
    processes to review the assessments.
   Check to see if the assessment practice is
    reliable, valid and useful. (Palloff & Pratt,
    2009).
   We must continue to evaluate the tools for
    assessment and whether they support the
    curriculum. As an ongoing task we must review:
    ◦ Student surveys
    ◦ Alumni surveys
    ◦ Employer feedback and student job placement
    ◦ Professional standards
    ◦ Student performance on standardized tests
     (Palloff & Pratt, 2009).

    Then the process starts again!
   Mihram, D. (2007). Assessment tools.
    http://cet.usc.edu/resources/teaching_learning/docs/Assessment_Sept_
    07_Final_.ppt

   Oosterhof, A., Conrad, R., & Ely, D. (2007). Assessing learners online.
    Upper Saddle River, NJ: Pearson.

   Palloff, R., & Pratt, K. (2009). Assessing the online learner. San Francisco,
    CA: John Wiley and Sons.

   U.S. Department of Education, Office of Planning, Evaluation, and Policy
    Development. (2009). Evaluation of Evidence-Based Practices in Online
    Learning: A Meta-Analysis and Review of Online Learning Studies,
    Washington, D.C. http://www.ed.gov/rschstat/eval/tech/evidence-
    based- practices/finalreport.pdf

   Yorke, M. (2003). Formative assessment in higher education: Moves
    towards theory and the enhancement of pedagogic practice. Higher
    Education, 45(4), 477.

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Assessments for online courses

  • 1. Presentation to the Legal Studies Faculty By: Michele Lamontagne
  • 2. Kaplan Faculty are all specialists in their fields  Most of us are not trained teachers  We are all working to better the program  As part of our Professional Development program and to meet accreditation standards, we must work to uniformly assess the program and align our learning objectives.
  • 3. The reputation of our program is dependent on our students entering the workplace with the requisite knowledge and superior performance standards.  Setting learning objectives will insure that each graduate meets these standards.  Learning objectives must be set in the following categories: declarative knowledge, procedural knowledge and problem solving. (Oosterhof, Conrad & Ely, 2008).
  • 4. “Any knowledge that can be expressed verbally, such as factual information and explanations of principles, procedures and trends” (Oosterhof et. al,2008, p.16).  Learning objectives for declarative knowledge will include: ◦ Law terms and proper use of vocabulary ◦ Research sources and their hierarchy ◦ Civil and criminal procedural rules ◦ Understanding of judicial system in government
  • 5. “Knowledge that involves doing something, such as making discriminations, understanding concepts, and applying rules that govern relationships” (Oosterhof et.al, 2008, p.16).  Learning objectives for procedural knowledge will include: ◦ Determining jurisdiction elements for a case ◦ Distinguishing between a subpoena and a summons ◦ Organizing documents for depositions ◦ Completing electronic filing of court documents
  • 6. “Involved when one has a goal and has not yet identified a means for reaching that goal; requires use of existing declarative and procedural knowledge” (Oosterhof et.al, 2008, p.16).  Learning objectives for problem solving will include: ◦ Procedure for maintenance of privileged documents in multidistrict litigation ◦ Organization of system to check potential client conflicts
  • 7. Learning objectives should logically flow from the course curriculum.  In setting objectives, follow the tasks to be learned in the order of the course.  Learning objectives should actively express what a student will learn or be able to do by the end of the course. For example “help student to …”; “student will identify …”; student will discover the …; “introduce student to …” (Mihram, 2007).
  • 8. Opportunity to assess student outcomes through observation. An example of this assessment would be having a student participate in a mock trial.  Four components of Performance Objectives: Type of capability – information, discrimination, concept or rule Behavior – learning outcome must be observed by a specific behavior Situation – context in which the behavior is exhibited Special Conditions –must be present to show the objective from the learner’s behavior (Oosterhof et.al,2008).
  • 9. Use multiple measures of student performance  Structure authentic assessments that are based in real life  Assessments must be designed with the question in mind –What do we want our students to know and do at the end of the course?  Assignments should have explicit, clear directions and grading criteria (Palloff & Pratt, 2009).
  • 10. Assessments must be constructed to align with the outcomes of the course.  Assessments should meet the higher learning levels of Bloom’s Taxonomy – application, analysis, synthesis and evaluation.  By reviewing the different levels of learning, instructors can create assessments that “measure outcomes appropriate to the course level” (Palloff & Pratt, 2009, p.23).
  • 11. Formative assessments should be designed to give a student a better understanding of the standards required of them in a particular discipline (Yorke, 2003).  In the legal studies curriculum, the formative assessment must evaluate student performance as it relates to an understanding of the applicable rules and procedures.  For example, a multiple choice test that asks the student to pick the best answer in light of particular facts would assess understanding of the rules.
  • 12. Examine what a student has learned over a longer period of time and review overall application of the course.  Students examine a wide spectrum of rules and concepts across several disciplines in light of their own real life expectations.  Performance would be measured on how well they apply the rules to the plan and their ability to create a cohesive strategy.  A clear rubric for this assessment would be essential for the student to gauge their performance against that expected by the instructor (Palloff & Pratt, 2009).
  • 13. Allow the instructor to observe student skills in action  Good at evaluating procedural knowledge particularly application of rules and problem solving  These assessments evaluate the learning process not just the end product.  Scoring these assessments can be challenging since a “holistic judgment” is made.  Rubrics are critical to guide students for the overall task and expectation (Oosterhof et.al, 2008).
  • 14. Students need to be empowered learners for both learning and assessments.  Need to include activities with discussions, collaborative activities and self-reflection  Peer review and evaluation will help students develop good feedback skills.  Reflective journals can assist students in evaluating their own performance over the entire course. (Palloff & Pratt, 2009).
  • 15. Online assessments go beyond standard test and quizzes.  Instructors are encouraged to use additional methods for student involvement and to measure learning that require student reflection.  Instructors should provide opportunities to demonstrate understanding through activities that allow a student to apply a concept to situations. This will assess a student’s abilities beyond rote understanding.  Blogs, wikis and posts allow students to actively participate with classmates and obtain instructor feedback.  Reflective Journals and portfolios permit students to self assess their program advancement (Palloff & Pratt, 2009).
  • 16. Assessments should strive at the course level to measure the six levels of Bloom’s Taxonomy.  Knowledge and comprehension can be measured through traditional, objective criteria. (formative assessments)  However, the remaining levels, application, analysis, synthesis and evaluation will require assessment through performance evaluation criteria. (Palloff & Pratt, 2009).
  • 17. Learner feedback can be utilized as peer review, self-reflection, and assessment/instructor feedback.  No matter how the student input is to be incorporated, it needs to be closely regulated by the instructor.  Peer review should follow a close rubric to be sure that the responses are focused and useful.  Reflective Journals are helpful for self assessment and are usually shared with the instructor.  Course and instructor evaluations are essential to obtain information about particular assessments and their usefulness to the student. (Palloff & Pratt, 2009).
  • 18. Student assessment should contain a component for learner feedback.  These responses should be on a discussion board so that the instructor can monitor responses and intervene if necessary.  Instructor should set expectations for the feedback: ◦ Responds to a question ◦ Reflects on what is being discussed ◦ Move the discussion in a new direction ◦ Ask a question or reflection for further thinking (Palloff & Pratt, 2009).
  • 19. Can be created to measure a single task or complex-task performance  There must be a specific capability to be assessed  Guidelines include: ◦ Describing the particular task ◦ Is the focus on the process or product ◦ Identify skills that will be verified ◦ Set clear instructions (Oosterhof et. al,2008).
  • 20. Challenges are present when the instructor cannot observe student behavior.  Ambiguity in the assessment can be a major obstacle to student success.  Clear directions and use of rubrics assist students in meeting instructor expectations.  Increasing the number of observations of student work will increase the opportunity to measure student competencies.  Scoring plans will assist instructor in measuring more complex summative and performance assessments.  Feedback also plays an important role in grading student performance. Grading papers and tests require more time from the instructor while a comment during a discussion or experiment can be immediate. (Yorke, 2003).
  • 21. Comparison with a Model – student work is compared to a sample or model completed by the instructor  Checklist - provides a listing of crieria that the student must meet  Rating Scales – similar to a checklist but it supplies a rating of how well the student completed the task  Scoring Rubrics – supplies a range of how well the student completed an activity but allows several skills to be assessed at one time. (Oosterhof et. al, 2008).
  • 22. When assessments are complete the next step is to determine if the assessment met the learning objectives developed at the beginning of the course.  Use multiple measures including all feedback processes to review the assessments.  Check to see if the assessment practice is reliable, valid and useful. (Palloff & Pratt, 2009).
  • 23. We must continue to evaluate the tools for assessment and whether they support the curriculum. As an ongoing task we must review: ◦ Student surveys ◦ Alumni surveys ◦ Employer feedback and student job placement ◦ Professional standards ◦ Student performance on standardized tests (Palloff & Pratt, 2009). Then the process starts again!
  • 24. Mihram, D. (2007). Assessment tools. http://cet.usc.edu/resources/teaching_learning/docs/Assessment_Sept_ 07_Final_.ppt  Oosterhof, A., Conrad, R., & Ely, D. (2007). Assessing learners online. Upper Saddle River, NJ: Pearson.  Palloff, R., & Pratt, K. (2009). Assessing the online learner. San Francisco, CA: John Wiley and Sons.  U.S. Department of Education, Office of Planning, Evaluation, and Policy Development. (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, Washington, D.C. http://www.ed.gov/rschstat/eval/tech/evidence- based- practices/finalreport.pdf  Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and the enhancement of pedagogic practice. Higher Education, 45(4), 477.