Closing the Loop or Jumping through Hoops: The Impact of Assessment on the Legal Studies Curricula

Autor/inn/en	Steslow, Donna; Lasher, Nancy; Kong, Sue
Titel	Closing the Loop or Jumping through Hoops: The Impact of Assessment on the Legal Studies Curricula
Quelle	In: Journal of Legal Studies Education, 33 (2016) 1, S.97-127 (31 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0896-5811
DOI	10.1111/jlse.12036
Schlagwörter	Legal Education (Professions); Business Administration Education; Curriculum Development; Curriculum Based Assessment; Outcomes of Education; Professional Associations; Surveys; Educational Assessment; Hypothesis Testing; Accreditation (Institutions); Educational Improvement; Educational Quality; Writing Skills; Communication Skills; Critical Thinking; Ethics; Qualitative Research; Statistical Analysis; Pennsylvania; New Jersey + Suchen Sie Ihr Suchwort? Juristischer Beruf; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lernleistung; Schulerfolg; Survey; Umfrage; Befragung; Education; assessment; Bewertungssystem; Hypothesenprüfung; Hypothesentest; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Teaching improvement; Unterrichtsentwicklung; Quality of education; Bildungsqualität; Writing skill; Schreibfertigkeit; Kommunikationsstil; Kritisches Denken; Ethik; Qualitative Forschung; Statistische Analyse
Abstract	While assessment is normally conducted at a programmatic (degree, or institution-wide) level, it is interesting and informative to learn where specific courses fit into assessment and how those courses have been adjusted in response to data collected in the assessment process. As members of the Academy of Legal Studies in Business (ALSB), the authors were particularly interested in researching how the courses they teach (Business Law and Legal Environment of Business, in particular) fit into the assessment scheme of business programs. A survey of members of ALSB was conducted, and the data was collected and analyzed. This article first describes the assessment process in general and assessment of business programs in particular. Next, the assessment survey of members of the ALSB is discussed and interpreted. Several hypotheses are then tested by correlating responses to key questions. Finally, the authors discuss areas for future research, which the survey and its results have generated. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01