Paralegal Studies Assessment Report Introduction
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- Basil McBride
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1 Paralegal Studies Assessment Report Introduction The Paralegal Studies program volunteered to use the elumen Achievement System to assess student learning for the academic year. We were particularly attracted by elumen's ability to track student achievement in several courses within the program. Development of the Assessment Rubric Selection of courses for assessment To develop cross-program data, we chose to focus our efforts on several required courses in the Paralegal Studies program. These courses are Legal Studies II (LGST 1410), Legal Ethics for the Paralegal (LGST 1415), and Advanced Legal Research (LGST 1430). The other required courses in the program - Introduction to Business Law (LGST 1420) and Legal Studies I (LGST 1400) - were omitted because they often attract non-paralegal Studies students and because the course outcomes are generally preparatory in nature. In addition, the selected courses are not offered to program students until their first semester in the program. The selected courses were chosen for their potential to produce assessment data that reflected student performance at critical points in the curriculum. Another advantage of choosing required courses within the program was the commonality of course outcomes directly related to the same program and college-wide outcomes. Concentrating on required courses allowed us to use the same rubric to assess student performance in each course. An unintended, but possibly significant, result of the course selection process was that all but one of the selected courses were taught entirely online in the academic year. In addition, the academic year was the first time each of the selected courses had been offered online. Legal Studies II (LGST 1410 Fall 2005), Legal Ethics for the Paralegal (LGST 1415), and Advanced Legal Research (LGST 1430) are the online courses; Legal Studies II (LGST 1410 Spring 2006) was the only on ground course. Development of a common program rubric We chose to focus on the assessment of the critical thinking outcome in each course. Because it was immediately clear that the artifacts for this assessment would be written, we decided to combine the assessment of critical thinking with the assessment of written communication. Over the course of the fall semester, we developed a rubric reflecting the components of critical thinking and written
2 communication in the paralegal field. The development of this rubric involved identifying the components of these outcomes as well as an examination of how we were teaching these skills in the classroom. The courses chosen for assessment have some significant differences in approach and expectations. By studying those differences, we were able to produce a rubric that assesses the same skills across all three courses. Each instructor was able to identify an assignment that encompassed all the rubric criteria. Assessment Procedure It is worth noting that the assessment procedure was slightly different in each course: Legal Studies II (LGST 1410) - online Fall 2005; on ground Spring 2006 Fall semester was the first time the course was offered online; the rubric had not yet been developed so students were not aware of those specific criteria, which likely affected those results to some extent. Neither section was assessed blindly, so next time we recommend doing that, as well as providing the rubric to students ahead of time. Legal Ethics (LGST 1415) - online Fall 2005 Because the rubric was not completed until after the course was completed, the artifacts were assessed some time after they were graded. To prevent the grade from affecting the assessment, each student was assessed based on a clean copy of the artifact that did not contain a grade or instructor comments, but did contain the name of the student. Advanced Legal Research (LGST 1430) - online Spring 2006 The completed rubric is a model for the components of critical thinking and written communication that should be addressed in each required course in the Paralegal Studies program. These elements were stressed throughout the course and introduced into grading feedback at appropriate times. The final assignment in this course was created to incorporate all the critical thinking and written communication skills acquired by students in the program. The assessment rubric was used as grading feedback - students were assessed according to the rubric and then given a grade and individual feedback, including the assessment score.
3 Assessment Results The rubric is designed to provide comparable data across several courses. Not all students complete program course work at the same time or in the same order. As a result, the assessment data for the academic year is incomplete. Some students have not completed all three required courses; others completed required courses before the rubric was in place. Fifteen students completed Advanced Legal Research (LGST 1430) online, but eleven of those completed Legal Studies II (LGST 1410) and/or Legal Ethics (LGST 1415) on ground in prior semesters. Because the use of elumen was a new initiative, comparable data for prior semesters was not collected. o Of the four students who completed all three courses in : 3 of 4 (75%) scored 3 or higher on the critical thinking rubric in Legal Studies II; the cumulative average for this outcome was of 4 (50%) scored 3 or higher on the critical thinking outcome in Legal Ethics (LGST 1415); the cumulative average for this outcome was of 4 (75%) scored 3 or higher on the critical thinking outcome for Advanced Legal Research; the cumulative average for this outcome was 3.2. The average of student scores on the critical thinking outcome for all three courses showed that 1 of 4 (25%) this outcome was of 4 (75%) scored 3 or higher on the written communication rubric in Legal Studies II; the cumulative average for this outcome was of 4 (75%) scored 3 or higher on the written communication outcome in Legal Ethics (LGST 1415); their cumulative average for this outcome was 3.7.
4 3 of 4 (75%) scored 3 or higher on the written communication outcome for Advanced Legal Research; their cumulative average for this outcome was 3.5. The average of student scores on the written communication outcome for all three courses showed that 3 of 4 (75%) this outcome was 3.5. Seven students completed both Legal Studies II (LGST 1410) online and Advanced Legal Research (LGST 1430) online in the academic year. o Of the seven students who completed both courses online: 3 of 7 (43%) scored 3 or higher on the critical thinking rubric in Legal Studies II; the cumulative average for this outcome was of 7 (71%) scored 3 or higher on the critical thinking outcome for Advanced Legal Research; the cumulative average for this outcome was 2.7. The average of student scores on the critical thinking outcome for all both courses showed that 1 of 7 (14%) this outcome was of 7 (43%) scored 3 or higher on the written communication rubric in Legal Studies II; the cumulative average for this outcome was of 7 (86%) scored 3 or higher on the written communication outcome for Advanced Legal Research; the cumulative average for this outcome was 2.8. The average of student scores on the written communication outcome for all both courses showed that 3 of 7 (43%) this outcome was 2.8.
5 Eight students completed both Legal Ethics (LGST 1415) online and Advanced Legal Research (LGST 1430) online. o Of the eight students who completed both courses online: 3 of 8 (38%) scored 3 or higher on the critical thinking rubric in Legal Ethics; the cumulative average for this outcome was of 8 (63%) scored 3 or higher on the critical thinking outcome for Advanced Legal Research; the cumulative average for this outcome was 2.9. The average of student scores on the critical thinking outcome for all both courses showed that 2 of 8 (25%) this outcome was of 8 (63%) scored 3 or higher on the written communication rubric in Legal Ethics; their cumulative average for this outcome was of 8 (75%) scored 3 or higher on the written communication outcome for Advanced Legal Research; their cumulative average for this outcome was 3.4. The average of student scores on the written communication outcome for all both courses showed that 6 of 8 (75%) this outcome was 3.3. Cumulative data for Legal Studies II (LGST 1410) - online Fall students took this course online; 7 of 11 (64%) scored 3 or higher on the critical thinking rubric; the cumulative average for these students was 3.0.
6 11 students took this course online; 4 of 11 (36%) scored 3 or higher on the written communication rubric; the cumulative average for these students was 2.4. Cumulative data for Legal Studies II (LGST 1410) - on ground Spring students took this course on ground; 7 of 14 (50%) scored 3 or higher on the critical thinking rubric; the cumulative average for these students was students took this course on ground; 7 of 14 (50%) scored 3 or higher on the written communication rubric; the cumulative average for these students was 2.7. Cumulative data for Legal Ethics (LGST 1415) - online Fall of 16 (50%) students scored 3 or higher on the critical thinking rubric in this course; the cumulative average was of 16 (63%) students scored 3 or higher on the written communications rubric in this course; the cumulative average was 3.0.
7 Cumulative data for Advanced Legal Research (LGST 1430) - online Spring of 16 (31%) students scored 3 or higher on the critical thinking rubric in this course; the cumulative average was of 16 (63%) students scored 3 or higher on the written communications rubric in this course; the cumulative average was 3.0. Discussion It is not possible to draw major conclusions from this limited data set. The assessment process itself, however, proved valuable in focusing attention on program and course outcomes and as a starting point for next year's assessment goals. Despite its limitations, the data suggests some issues that bear further study as more data becomes available: The cumulative scores of students who completed all three required courses in the same academic year were higher for both rubrics than the scores for students who took at least one of the required courses in a previous year. It is assumed that the students in this group were seeking the Paralegal Certificate, which is a one-year program. Students selfselect the certificate option, but they should be students with strong educational and/or employment background. o The cumulative averages were acceptable in each course. The only discrepancy was in Legal Ethics, where only 50% of the students achieved a score of 3 or higher on the critical thinking rubric. This result was especially disappointing because Paralegal Certificate students are expected to have a formal or practical background in critical thinking. o The discrepancy may be an anomaly based on the choice of the artifact - some individual rubric scores were not consistent with the instructor's overall impression of the student. Further examination revealed that the artifact produced the lowest grade of the course
8 for those students. It is of interest that this grouping of students completed all three required courses through online instruction. The cumulative scores of students who completed Legal Studies II and Advanced Legal Research in the same academic year were somewhat surprising. This was the first time the prerequisite requirement of completing Legal Studies II before taking Advanced Legal Research was enforced. In previous semesters, concurrent registration in the two courses was permitted. o Scores for critical thinking and written communication were slightly lower than the scores of certificate students who completed all three required courses in the same academic year. o The cumulative averages did not reach acceptable levels, with more than 50% of students scoring below 3 on both rubrics. This indicates a need for a consistent approach to critical thinking and written communication across the program curriculum and reconsideration of program prerequisites. It may also indicate a need to develop and enforce a program prerequisite addressing written communication. The students who completed Legal Ethics and Advanced Legal Research in the same academic year, but completed Legal Studies II in a previous year showed the greatest consistency. Student scores increased for each rubric. Once again, the critical thinking rubric in Legal Ethics produced disappointing results that are believed to be the result of the choice of artifact. The method of applying the rubric to student work varied considerably from instructor to instructor in terms of the timing of the rubric scoring and the use of the rubric to support grading. It is our impression that the absence of a standardized process may have affected the scoring. A standard process for applying the assessment rubric should be developed. Although rubric scores for individual students seemed comparable across the curriculum, it is believed that the value of the date may be enhanced by implementing blind scoring and cross-evaluation by instructors. There was an apparent drop in scores as students progressed through the program. This was an expected result of the increasing complexity of assignments and expectations. Further discussions are needed to determine an acceptable level of deviation. We attempted to gather data to allow comparisons based on status in the program (first semester, second semester, etc.). This did not produce any
9 valuable information. On reflection, we decided that the student's degree or award goal and course format (on ground v. online) would provide a better basis for comparison. This assessment period did not produce data that allowed a statistically significant comparison of student performance in online v. on ground courses. Performing this comparison in future assessment periods is believed to be a critical aspect of this process because there is strong anecdotal evidence that on ground students exhibit better performance overall as a result of in-class activities designed to address the assessed skills. There is also the possibility that weaker students gravitate to online courses to avoid these activities. Further Action Data from these rubrics will be collected from the selected Paralegal Studies program courses in the academic year. The data set will be expanded to include Legal Studies I (LGST 1400) students who indicate an intention to pursue a Paralegal Studies degree or award. These rubrics will be applied to selected non-required Paralegal Studies courses in the academic year as teaching assignments permit. Faculty plan to begin work on developing an oral communication rubric for required courses for the academic year. Tina Johnson Steve Schneider 8/1/06
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