Symposium: The Impact Of Formative Assessment — Emphasizing Outcome Measures In Legal Education

Symposium, The Impact of Formative Assessment: Emphasizing Outcome Measures in Legal Education:

• Ruth Colker, Ellen Deason, Deborah Merritt, Abigail Shoben & Monte Smith (Ohio State), Formative Assessments: A Law School Case Study, 94 U. Det. Mercy L. Rev. 387 (2017)
• David Siegel (New England), Should You Bother Reaching Out? Performance Effects of Early Direct Outreach to Low-Performing Students, 94 U. Det. Mercy L. Rev. 429 (2017)
• Andrew Noble (Anglia Ruskin University), Formative Peer Review: Promoting Interactive, Reflective Learning, or the Blind Leading the Blind?, 94 U. Det. Mercy L. Rev. 441 (2017)
• Renee Allen (Tennessee) & Alicia Jackson (Florida A & M), Contemporary Teaching Strategies: Effectively Engaging Millennials Across the Curriculum, 95 U. Det. Mercy L. Rev. 1 (2017)
• Karen McDonald Henning (Detroit Mercy) & Julia Belian (Detroit Mercy), If You Give a Mouse a Cookie: Increasing Assessments and Individualized Feedback in Law School Classes, 95 U. Det. Mercy L. Rev. 35 (2017)

• Susan Liemer (Elon), Embodied Legal Education: Incorporating Another Part of Bloom's Taxonomy, 95 U. Det. Mercy L. Rev. 69 (2017)
• Sandra Simpson (Gonzaga), Coordinating Formative Assessment Across the Curriculum: A View from the Associate Dean’s Desk, 95 U. Det. Mercy L. Rev. 91 (2017)
• Elizabeth Bloom (New England), Creating Desirable Difficulties: Strategies for Reshaping Teaching and Learning in the Law School Classroom, 95 U. Det. Mercy L. Rev. 115 (2018)
• James McGrath (Texas A&M), Planning Your Class to Take Advantage of Highly Effective Learning Techniques, 95 U. Det. Mercy L. Rev. 153 (2018)
• Abigail Loftus DeBlasis & Elizabeth Adamo Usman, Unrealized Potential: How Shifting the Focus to Student Learning Outcomes Could Reduce Law Student Distress, 95 U. Det. Mercy L. Rev. 179 (2018)
• Victoria VanZandt (Dayton), The Assessment Mandates in the ABA Accreditation Standards and Their Impact on Individual Academic Freedom Rights, 95 U. Det. Mercy L. Rev. 253 (2018)
• Jeanette Buttrey (Western Michigan), Laura Dannebohm (Indiana Tech), Vickie Eggers (Western Michigan), Joni Larson (Indiana Tech), Mable Martin-Scott (Western Michigan) & Kimberly O’Leary (Western Michigan), Using a Case-Progression Approach to Mapping Learning Outcomes and Developing Assessments, 95 U. Det. Mercy L. Rev. 283 (2018)
• Marie Summerlin Hamm, Benjamin Madison & Ryan Murnane (Regent), The Rubric Meets the Road in Law Schools: Program Assessment of Student Learning Outcomes as a Fundamental Way for Law Schools to Improve and Fulfill Their Respective Missions, 95 U. Det. Mercy L. Rev. 343 (2018)
• Docia Rudley (Thurgood Marshall), Can We Talk? Organizing Program Level Assessment to Foster Dialog About Student Learning, 95 U. Det. Mercy L. Rev. 393 (2018)
• Jennifer Spreng (St. Mary's), Suppose the Class Began the Day the Case Walked in the Door: Accepting Standard 314’s Invitation to Imagine a More Powerful, Professionally Authentic First-Year Learning Experience, 95 U. Det. Mercy L. Rev. 421 (2018)