Summary of Self-Reported Methods of Test Preparation by LSAT Takers for Testing Years 1991-1992 through 1996-1997. LSAC Research Report Series.

Autor/inn/en	Thornton, Andrea E.; Reese, Lynda M.; Pashley, Peter J.
Institution	Law School Admission Council, Newtown, PA.
Titel	Summary of Self-Reported Methods of Test Preparation by LSAT Takers for Testing Years 1991-1992 through 1996-1997. LSAC Research Report Series.
Quelle	(1998), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; College Entrance Examinations; Higher Education; Law Schools; Law Students; Study Habits; Test Coaching; Law School Admission Test + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Study behavior; Study behaviour; Studienverhalten; Testverfahren; Law school; Assessment; Admission criteria; Admission procedures; Rechtswissenschaft; Fachbereich; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Test takers were asked to report which, if any, methods they used to help prepare for the Law School Admission Test (LSAT). The study began with the 1991-1992 academic testing year and ended with the 1996-1997 academic testing year. More than 100,000 students responded in each of the years, with the exception of a smaller sample in 1996-1997 (n=85,447). Overall, patterns of test results for respondents and nonrespondents were consistent across testing years. The mean LSAT score was higher for respondents. The patterns of test preparation practice appeared to be relatively stable across testing years. The most popular method of preparation was the use of the sample questions in the LSAT Information Book. On the average, respondents used between two and three methods of preparation for the LSAT. The most significant finding was that LSAT scores were higher for respondents indicating use of any of the first give methods: (1) sample questions in the Information Book; (2) sample test in the Information Book; (3) Law School Admission Council (LSAC) test preparation materials; (4) books not published by the LSAC; and (5) commercial test preparation schools. Results were generally lower for respondents using the last four options: undergraduate institution courses, self-study, other methods, and no methods. (Contains 25 tables and 2 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC