A ..
COURSE ASSESSMENT REPORT (CAR)
TC
Revised 10/21/2013
Oourse Prefix, Number and Title: LAW 231-Civil Procedure
Division/Unit: Web College Division
Submitted by: Henry Sotelo
Contributing Faculty: Wesley M. Ayres
Academic Year: 2013-2014 (Spring 2014)
Complete and electronically submit your assessment report to your Department Chair/Coordinator/Director. As needed, please attach supporting documents and/or
a narrative description of the assessment activities in your course.
Course Outcomes
In the boxes below, summarize
the outcomes assessed in your
course during the year.
Outcome #I
Student will be able to describe,
process, and recall various legal
concepts as used in 1he discovery
process.
Assessment Measures
Assessment Results
In the boxes below, summarize
the methods used to assess
course outcomes during the last
year.
Use of Results
Effect on Course
In the boxes below, summarize
the results of your assessment
activities during the last year.
In the boxes below, summarize
how you are or how you plan to
use the results to improve
student learning.
Based on the results of this
assessment, will you revise your
outcomes? If so, please
summarize how and why in the
boxes below:
The midterm examination was
graded using a quantitative A·F
system, with an average grade of 80
(JOO-point scale). Grade
distribution was as follows:
A -14%
B -52%
C -31%
D- 3%
Midterm examination grades were
correlated with class attendance, and
this analysis showed that the
average grade for students who
missed 0 classes was 81%. That
average fell with each class missed,
with students missing 3 classes
averaging 74%. Similar results
were seen for the final examina1ion:
0 Missed Classes -B
1 Missed Classes -B2+ Missed Classes -C
Outcome # 1 is appropriate for the
course. A comparison of pre-course
assessment survey results with final
examination results also
demonstrates that teaching
methodologies are effective.
However, because student grades
are significantly affec1ed by
absences, coursework should be
modified to incentivize class
attendance (e.g., weekly in-class
quizzes, or "pop" quizzes).
Students were required to complete
two examinations which
emphasized procedures applicable in
civil actions and terminology;
students were also required to
complete a pre-course assessment
survey to ascertain their level of
understanding prior to compleling
the course
The final examination was graded
using a quantitative A-F system,
with an average grade of76 points.
Grade distribution was as follows:
A- 7%
B -31%
C- 8%
D- 4%
The average number of correcl
responses per question on the pre·
course assessment was 10.3 (from
27 students); for those same
questions on the exams, the average
was 18.3 (out of 29 students).
Page I
These results underscore lhe need to
emphasize class attendance, where
the nuances of civil procedure
concepts and terms arc explored in
greater detail 1han in the text
A'
COURSE ASSESSMENT REPORT (CAR)
·TMCC
' Course Prefix, Number and Title: Law 231-Civil Procedure
Division/Unit: Liberal Arts Division
Submitted by: Henry Sotelo
Contributing Faculty: Wesley M . Ayres
Academic Year: 2013-2014 (Spring 2014)
Outcome # 2
Student will demonstrate the ability
to critically analyze and draft legal
memoranda dealing with topics of
evidence,discovery, trial tactics and
ethics.
Students were required to prepare
and complete legal memoranda
involving a specified factual
scenario. Students were required to
prepare a written memorandum in
which they had to apply and explain
civil procedure authorities and
concepts to the fact patterns
provided.
The writing assignment was graded
using a qualitative A-F system.
Grade distribution was as follows:
Students were given a factual
scenario based upon a recent case
by the Nevada Supreme Court
dealing with some aspect of civil
procedure. Each a select number of
students made presentations in
class. The students were expected to
provide a written brief of the case,
make an oral presentation to the
class and answer questions from the
class and/or instructor
The writing assignment was graded
using a qualitative A-F system,
Grade distribution was as follows:
A -35%
B -59%
C- 3%
D - 0%
F- 3%
These results demonstrate that when
directed to a specific areas of civil
procedure, a substantial majority of
students were able to effectively
explain applicable civil procedure
concepts, and differentiate
important facts from irrelevant
facts. A more effective assessment
measure would require students to
determine the applicable civil
procedure concepts and authorities,
and then apply those concepts and
authorities to reach a supportable
conclusion.
Outcome #2 is appropriate for the
course. However, assessment
results also show that current
teaching methodologies do not
effectively measure this outcome.
Current coursework should be
modified or augmented to require
students to determine and apply
appropriate civil procedure
authorities and concepts to one or
more fact patterns.
These results demonstrate that 90-/e
of students are able to effectively
convey their analyses of civil
procedure authorities and concepts.
Because effective written and oral
communication is vital to the work
of legal assistants and paralegals,
use of a writing assignment that
includes an oral communication
component will continue.
Outcome #3 is appropriate for the
course. Writing assignments
provide students with additional
practice in written communication,
which is a desirable outcome
considering program objectives.
Oral communication skills arc also
important, thus coursework should
continue to include an assignment
requiring students to make oral
presentations (e.g., analyze and
explain case decisions involving
civil procedure concepts and answer
related class questions).
Outcome #3
Student will demonstrate
interviewing techniques in the
context of litigation
A -40%
B -50%
C- 10%
D- 0%
F- 0%
Please enter your name and date below to confinn you have reviewed this report:
I
Title
I
Name
--
Page 2
I
Date
-]
k
COURSE ASSESSMENT REPORT (CAR)
._t'MCC
• Course Prefix, Number and Title: Law 231-Civil Procedure
Division/Unit : Liberal Arts Division
Submitted by: Henry Sotelo
Contributing Faculty: Wesley M.Ayres
Academic Year: 2013-2014 (Spring 2014)
Department Chair/Coordinator/Director
Dean
Vice President of Academic Affairs
Cl"C/ vf
Hl:U l 1'1
;u-
Page 3