Admission to Law School: New Measures

Autor/inn/en	Shultz, Marjorie M.; Zedeck, Sheldon
Titel	Admission to Law School: New Measures
Quelle	In: Educational Psychologist, 47 (2012) 1, S.51-65 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-1520
DOI	10.1080/00461520.2011.610679
Schlagwörter	Grade Point Average; Law Schools; Standardized Tests; Admission (School); Admission Criteria; High Stakes Tests; Role; Validity; Logical Thinking; Reading Comprehension; Predictor Variables; Lawyers; Comparative Analysis; Student Diversity; Law School Admission Test + Suchen Sie Ihr Suchwort? Standadised tests; Standardisierter Test; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Rollen; Gültigkeit; Leseverstehen; Prädiktor; Lawyer; Rechtsanwalt; Law school; Assessment; Admission criteria; Rechtswissenschaft; Fachbereich; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Standardized tests have been increasingly controversial over recent years in high-stakes admission decisions. Their role in operationalizing definitions of merit and qualification is especially contested, but in law schools this challenge has become particularly intense. Law schools have relied on the Law School Admission Test (LSAT) and an INDEX (which includes grade point average [GPA]) since the 1940s. The LSAT measures analytic and logical reasoning and reading. Research has focused on the validity of the LSAT as a predictor of 1st-year GPA in law school, with almost no research on predicting lawyering effectiveness. This article examines the comparative potential between the LSAT versus noncognitive (e.g., personality, situational judgment, and biographical information) predictors of lawyering effectiveness. Theoretical links between 26 lawyering effectiveness factors and potential predictors are discussed and evaluated. Implications for broadening the criterion space, diversity in admissions, and the practice of law are discussed. (Contains 7 footnotes and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10