Self-Reported Methods of Test Preparation Used by LSAT Takers: A Summary of Responses from June and September 1989 Test Takers. LSAC Research Report Series.

Autor/in	Wightman, Linda F.
Institution	Law School Admission Council, Newtown, PA.
Titel	Self-Reported Methods of Test Preparation Used by LSAT Takers: A Summary of Responses from June and September 1989 Test Takers. LSAC Research Report Series.
Quelle	(1990), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Entrance Examinations; Higher Education; Law Schools; Law Students; Self Report; Study; Test Coaching; Law School Admission Test + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Studies; Studium; Testverfahren; Law school; Assessment; Admission criteria; Admission procedures; Rechtswissenschaft; Fachbereich; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	This report summarizes self-reported information about the kinds and extent of test preparation used by those taking the Law School Admission Test (LSAT). For the first time, in June 1989, test takers were asked to volunteer information about how they prepared for the LSAT. Approximately 75% of the test takers in June and September 1989 responded to the test preparation questions. Respondents represented the test taking population fairly well in terms of gender, ethnicity, and geographic breakdown, but they tended to be younger and more able than their nonresponding counterparts. Findings show that a large number of test takers failed to make use of the sample questions and explanations that are provided free of charge, and a surprisingly small number worked through the sample LSAT on their own before taking the test. Approximately 45% of test takers took a rest preparation or coaching course, and a small number reported taking the LSAT without having prepared at all. Females are more likely than males to participate in LSAT-specific preparation. Minorities are less likely to use test preparation materials or to attend a test preparation course, and older test takers were less likely to prepare at all. The largest difference in mean LSAT score was observed between those who work through one or more actual tests compared with those who do not. Moderate differences are observed for those who study the questions and explanations in the Information Book or use a book not published by Law Services. The smallest differences are seen for those who attend a coaching course. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC