Research Reports

Comparability of Test-Taker Proficiency Scores on Computer Adaptive Tests Using Real and Simulated Data (RR 11-04)

The simulation of correct/incorrect responses to test questions (items) is a commonly used analytical technique with many potential benefits, but it is unclear to what extent these artificially generated datasets compare to real-world test-taker item responses. This study compares real, large-scale test-taker item response data to simulated data to determine the extent to which simulated data are an accurate representation of real-world testing outcomes. Using an original method, this study matched item response data from multiple administrations of the Law School Admission Test (LSAT) to create a single dataset of 534 items and 5,000 synthetic test takers. Numerous IRT-based comparisons between real and simulated data were made by three test-length conditions. Results indicate that simulated data are largely similar to real test data, with minor caveats for shorter-length tests.

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Evidence to Support Validity Claims for Using LSAT Scores...

Law School Admission Test (LSAT) scores provide a standard measure of an applicant’s proficiency in a well-defined set of important skills associated with success in law school coursework. LSAT scores are also a strong predictor of first-year grades (FYG) and cumulative grade point average (CGPA) in law school. The most recent correlational study of LSAT results (2019) shows that LSAT scores are far superior to undergraduate grade point average (UGPA) in predicting FYG...

Understanding and Interpreting Law School Enrollment Data...

The Law School Admission Council (LSAC) has a long-standing commitment to diversity, equity, and inclusion in legal education and in the legal profession. In line with its mission to promote quality, access, and equity in legal education, LSAC is providing this report, Understanding and Interpreting Law School Enrollment Data: A Focus on Race and Ethnicity, to help law schools, admission professionals, and other legal education stakeholders understand how we are measuring who is the pipeline.