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Assessment

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Scholarly Works on Assessment

The Power of Skills Training: A Study of Lawyering Skills Grades as the Strongest Predictor of Law School Success (Or In Other Words, It's Time For Legal Education to Get Serious About Skills Training If We Care About How Our Students Learn), 83 St. John's Law Review 795 (2009), by Leah M. Christensen.

Using Multiple-Choice Quizzes to Assess Academic Progress and Enhance Student Learning , AALS Section on Teaching Methods Newsletter, p.14 (December 2009), by Norman Otto Stockmeyer.

Multiple-Choice: Choosing the Best Options for More Effective and Less Frustrating Law School Testing, 37 Capital Univ. L. Rev. 119 (2008), by Janet Fisher.

Fundamental Principles and Challenges of Humanizing Legal Education, by Barbara Glesner Fines. 47 Washburn Law Review 313 (2008).

What Helps Law Professors Develop as Teachers? — An Empirical Study, by Sophie M. Sparrow & Gerald F. Hess. 14 Widener L. Rev. 149 (2008).

Schooling by Design: Mission, Action, & Achievement by Grant P. Wiggins & Jay McTighe. (2007).

Describing the Ball: Improve Teaching by Using Rubrics — Explicit Grading Criteria, by Sophie M. Sparrow. 2004 Mich. St. L. Rev. 1 (2004).

Harnessing Assessment and Feedback to Assure Quality Outcomes for Graduate Capability Development: A Legal Education Case Study , by Sally Kift. (2002).

How Do We Know If We Are Achieving Our Goals? Strategies for Assessing the Outcome of Curricular Innovation , by Gregory Munro. 1 J. Assn. Leg. Writing Dirs. 229 (2002).

Teaching Law by Design: How Learning Theory and Instructional Design Can Inform and Reform Law Teaching , by Michael Hunter Schwartz. 38 San Diego L. Rev. 347 (2001).

Monographs on Teaching and Learning for Legal Educators, by Gerald F. Hess. 35 Gonz. L. Rev. 63, 2000.

Outcomes Assessment for Law Schools, by Gregory Munro. Spokane: Institute for Law School Teaching, Gonzaga University School of Law, 2000.

Law School and Bar Examination Performance: Developing an Empirical Model to Test Whether Required Writing Exercises or Other Changes in Large-Section Law Class Teaching Methodologies Result in Improved Exam Performance, by Andrea A. Curcio et al., 57 J. Legal Educ. 195 (2007).