Accommodated Test Taker Trends and Performance for the June 1993 through February 1998 LSAT Administrations. Technical Report. LSAC Research Report Series.

Autor/inn/en	Thornton, Andrea E.; Dalessandro, Susan P.; Reese, Lynda M.
Institution	Law School Admission Council, Newtown, PA.
Titel	Accommodated Test Taker Trends and Performance for the June 1993 through February 1998 LSAT Administrations. Technical Report. LSAC Research Report Series.
Quelle	(2002), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; College Entrance Examinations; Educational Trends; Law Schools; Learning Disabilities; Scores; Test Results; Testing Accommodations; Timed Tests; Law School Admission Test + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Bildungsentwicklung; Learning handicap; Lernbehinderung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter; Law school; Assessment; Admission criteria; Admission procedures; Rechtswissenschaft; Fachbereich; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	This report describes trends related to accommodations in testing for the Law School Admission Test (LSAT) and summarizes the performance of accommodated LSAT takers for the 1993-1994 through 1997-1998 testing years. Data show that the number of requests for accommodated testing increased steadily from the 1994-1995 through 1996-1997 LSAT testing years, then declined for the 1997-1998 testing year. The number of approved accommodation requests declined steadily from the 1994-1995 year through the 1997-1998 testing year. Learning Disabled test takers were the largest disability classification for all testing years. Most accommodated test takers used the standard booklet rather than the large-type or Braille and cassette test booklets. The most common accommodations granted were extra rest time, extra testing time, a separate testing room, and other small accommodations such as use of cushion or permission to bring food or drink into the testing room. Findings indicate that while less testing time has been granted to accommodated test takers in recent years, such test takers were often still granted enough time to allow them to complete the test. The report also notes demographic characteristics of accommodated test takers. Accommodated/Extra time-test takers tended to have higher LSAT scores than the standard test takers, while test takers in Accommodated/Standard Time testing conditions tended to have lower scores. (Contains 12 figures and 7 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC