95 U. Det. Mercy L. Rev. 91 (2017-2018)
Coordinating Formative Assessment across the Curriculum: A View from the Associate Dean's Desk

handle is hein.journals/udetmr95 and id is 97 raw text is: 










Coordinating Formative Assessment

Across the Curriculum: A View from the

Associate Dean's Desk

BY  SANDRA   L. SIMPSON

                            I.  INTRODUCTION
     With  the recent changes  in the American  Bar  Association  (ABA)
Accreditation  standards, law schools have  found themselves  in uncharted
waters in the areas of assessment.  The  ABA's  addition to Standard  314,'
requiring law schools to utilize both formative and summative  assessments
in their curriculum, is a new concept for most law schools.2 Legal education
in the U.S. is renowned for its adherence to traditional case books, Socratic
teaching method,  single end-of-semester final exams, and an unwillingness
to change.3  Standard 314  is a natural extension of Standards 301 and 302,
which  require law  schools  to adopt learning outcomes   designed  to help
students  achieve their stated objectives.4  Logically, then,  law  schools
explain how   their curricula are designed to achieve those outcomes, and
identify their methods  for assessing student performance  and institutional
outcomes.5   The  measuring   of these outcomes  happens  both  inside the


     .  Sandra Simpson was the Associate Dean of Academic Affairs for Gonzaga
University School of Law, from May, 2013 - July, 2017. Professor Simpson joined the law
faculty at Gonzaga University School of Law as an Assistant Professor of Legal Research and
Writing in August 2007 and was promoted to Associate Professor in August of 2012.
Professor Simpson has been a co-director of the Institute for Law Teaching and Learning
since 2013 and has been involved as a contributing faculty member for the Institute since fall
of 2008. Professor Simpson is published in the areas of death penalty discrimination and
protecting caretakers in the workplace. Professor Simpson also researches, publishes, and
speaks in the area of assessment, rubric creation and utilization, and teaching. Prior to joining
the law faculty at Gonzaga Law School, Professor Simpson spent three years teaching at
Whitworth University in Spokane, Washington. Before entering the teaching field, Professor
Simpson spent two years in general practice in Iowa City, Iowa, and five years as an
employment defense litigator for Workland and Witherspoon, P.L.L.C., in Spokane,
Washington. She also has a Master's in Teaching from Whitworth University.
1.American Bar Association, Managing Director's Guidance Memo, Standards 301, 302, 314
and            315,          June           2015,           at           2,
https://www.americanbar.org/content/dam/aba/administrativelegal_education and admissi
onstothe  bar/governancedocuments/2015_learning outcomes guidance.authcheckdam.p
df [hereinafter ABA Memo].
    2.  GREGORY S. MUNRO, OUTCOMES ASSESSMENT FOR LAW SCHOOLS 3 (2000).
    3.  Id
    4.  ABA Memo, supra note 1, at 1.
    5.  MUNRO, supra note 2, at 3.

What Is HeinOnline?

HeinOnline is a subscription-based resource containing nearly 2,700 academic and legal journals from inception; complete coverage of government documents such as U.S. Statutes at Large, U.S. Code, Federal Register, Code of Federal Regulations, U.S. Reports, and much more. Documents are image-based, fully searchable PDFs with the authority of print combined with the accessibility of a user-friendly and powerful database. For more information, request a quote or trial for your organization below.



Short-term subscription options include 24 hours, 48 hours, or 1 week to HeinOnline with pricing starting as low as $29.95

Access to this content requires a subscription. Please visit the following page to request a quote or trial:

Already a HeinOnline Subscriber?