LSAC RESEARCH REPORT SERIES
n Computer Use and Preferences Among
LSAT Takers
Ann Gallagher
Andrea E. Thornton
Deborah A. Suto
Christopher W. T. Chiu
n Law School Admission Council
Computerized Testing Report 05-01
March 2005
A Publication of the Law School Admission Council
The Law School Admission Council is a nonprofit corporation that provides services to the legal education
community. Its members are more than 200 law schools in the United States and Canada.
© 2005 by Law School Admission Council, Inc.
All rights reserved. No part of this report may be reproduced or transmitted in any part or by any means,
electronic or mechanical, including photocopying, recording, or by any information storage and retrieval
system, without permission of the publisher. For information, write: Communications, Law School
Admission Council, 662 Penn Street, Box 40, Newtown, PA 18940-0040.
LSAT® and LSAC are registered marks of the Law School Admission Council, Inc.
This study is published and distributed by the Law School Admission Council (LSAC). The opinions and
conclusions contained in this report are those of the authors and do not necessarily reflect the position or
policy of the Law School Admission Council.
i
Table of Contents
Executive Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Results . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Comfort Using a Computer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Access to Computers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Internet Access . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Features of the Testing Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Summary and Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
1
Executive Summary
Since 1996, the Law School Admission Council (LSAC) has collected data on test taker computer usage
in an effort to understand how a move to computer-based testing might affect Law School Admission Test
(LSAT) takers. The first reporting of results from these data was based on two questions placed on answer
sheets during the 1995 and 1996 testing years. Results of analyses indicated that 80 percent of respondents
reported being at least somewhat comfortable using a computer and 88 percent reported using a computer at
least once a week. In addition, there were no significant differences in comfort levels across racial/ethnic or
gender groups. There were also no significant differences in computer use by groups based on gender.
Analyses of groups based on age also showed no significant differences in comfort level or frequency of use.
Small significant racial/ethnic differences, however, were found in computer usage, access at home, and
how easily participants felt they could access a computer for test preparation. In all these instances, African
American and Hispanic test takers reported lower levels than Caucasian and Asian American groups.
Since this first study, LSAT answer sheets used by test takers have contained questions related to
computer usage among the voluntary background information that is collected. The goal of this report is to
use these data to inform the legal education community regarding (a) students’ comfort level using a
computer, (b) the extent to which potential law school students have access to computers and the Internet,
and (c) which aspects of a computerized LSAT candidates would find most desirable.
Results show many response patterns that are in keeping with what would be expected in terms of
historical trends. Respondents in all groups increasingly indicate that they feel “very comfortable” using a
computer and that they have access to a computer and the Internet at home. By the 2004–2005 testing year, at
least 70 percent of each group selected these categories. Although the largest difference between population
subgroups was in home computer access (about 16 percent during the 1997–1998 testing year), the “digital
divide” between African American and Caucasian LSAT takers is substantially smaller than what is found in
the general population (i.e., US Census data); from its largest point, the difference in LSAT takers shrinks in
more recent years to about 10 percent. As home use and access increases, use and access at school and work
decreases.
In terms of aspects of the testing environment, any variations in responses appear to be primarily by
population subgroup rather than by testing year. And, in general, these differences are small and appear to
be stable across the five years of data collection. The three features most frequently selected as desirable
were (in descending order) 1) immediate score reporting, 2) more testing dates, and 3) choice of morning,
afternoon, or evening testing session.
These results suggest that the impact of a future decision to administer the LSAT on a computer will be
minimal for all subgroups of the LSAT test-taking population that were studied.
Introduction
With the technological advances of the past decade, personal computers and the Internet have become a
popular means of enhancing learning, instruction, and educational assessments. In the area of educational
assessment, technology is particularly useful in that assessments can be tailored to an individual test taker’s
ability and scores can be reported immediately upon completion of the test rather than days or weeks later. It
is, however, important that the use of technology does not interfere with the validity of the assessment. If all
users do not feel equally comfortable or have equal experience with and access to the technology, performance
on the assessment may reflect these disparities rather than differences in the abilities it is intended to assess.
The impact of technological advances goes beyond assessment. Ample examples in legal education have
demonstrated that personal computers and the Internet can benefit student learning, teaching, and the legal
education system as a whole. For example, Meinhold and Gleiber (2005) established an Internet-based
survey to collect information on undergraduate students’ career plans and attitudes toward law school;
Gibbons (2002) used a computer program to engage students in active learning in a torts class; and the Law
School Admission Council (LSAC) provides a variety of online services via the Internet, ranging from test
registration to law school applications. Since technology has become an indispensable part of the legal
education system, it is important to understand potential law school applicant’s comfort level, access to, and
preferences with regard to computer technology in order to take full advantage of computer technology and
the Internet for the purposes of teaching, learning, and assessment.
Studies of access and use of computers and the Internet have revealed what is frequently referred to as
“the digital divide” between groups based on race/ethnicity and/or income and education. Data gathered
by the US Census Bureau indicate that Caucasian, non-Hispanic children are more likely than African
American and Hispanic children to have access to a computer and the Internet in their homes and that more
affluent households and more highly educated adults are also more likely to have access at home
(Newburger, 2001). These same data also indicate that Caucasian, non-Hispanic respondents reported the
2
highest levels of computer access (whether at home or work) and Asian/Pacific Islanders reported the next
highest levels, followed by African American respondents, and then Hispanic respondents. On the other
hand, research conducted as part of the Pew Internet and American Life Project the following year (Spooner
& Rainie, 2001) indicates that among the Hispanic population as a whole, Internet use is increasing
dramatically among the youngest segments of the population (those under 34 years of age).
Surveys of more select populations indicate that patterns of computer and Internet access are somewhat
different at higher education or income levels. A recent report on Internet use among college students
(Korgen, Odell, & Schumacher, 2001) showed a significant difference by race/ethnicity in time spent on the
Internet, with African American students spending the least amount of time and Asian American students
spending the most. Caucasian and Hispanic students fell between these two groups. A national survey of
incoming freshmen (Cooperative Institutional Research Program, 2005) corroborates these differences based
on race/ethnicity but indicates that differences among the most affluent students are quite small while
differences among the least affluent students are greater. Nonetheless, it should be noted here that the
differences among groups of college students were small in comparison to differences found in the larger
census data. This suggests that differences by race/ethnicity may decrease among more select populations.
With regard to groups based on age and gender, the 2000 census data indicated that the oldest adults
(age 55 and up) had the lowest rates of Internet use at home, but that among those younger than 55 there
were no differences. They also reported a small difference by gender, with women reporting less use, but this
was attributed to the fact that the female population contained a larger proportion of adults over 55. Data
from several other studies indicate that an earlier gender difference in Internet use found in US populations
has virtually disappeared (van Dijk & Hacker, 2003; NTIA, 2000).
Since 1996, LSAC has collected data on test taker computer usage in an effort to understand how a move
to computer-based testing might affect LSAT takers. The first reporting of results from these data was based
on two questions placed on LSAT answer sheets during the 1995 and 1996 testing years. Results of analyses
indicated that 80 percent of respondents reported being at least somewhat comfortable using a computer and
88 percent reported using a computer at least once a week. In addition, there were no significant differences
in comfort levels across racial/ethnic or gender groups. There were also no significant differences in
computer use by groups based on gender. Analyses of groups based on age also showed no significant
differences in comfort level or frequency of use. Small significant racial/ethnic differences, however, were
found in computer usage, access at home, and how easily participants felt they could access a computer for
test preparation. In all these instances, African American and Hispanic test takers reported lower levels than
Caucasian and Asian American groups.
Since this study, LSAT answer sheets used by test takers have contained questions related to computer
usage among the voluntary background information that is collected. The goal of this report is to use these
data to inform the legal education community regarding (a) students’ comfort level using a computer, (b) the
extent to which potential law school students have access to computers and the Internet, and (c) which
aspects of a computerized LSAT candidates would find most desirable.
Method
Each LSAT testing year begins with the June administration and ends with the February administration.
For example, the 2000–2001 testing year includes the June 2000, October 2000, December 2000, and February
2001 administrations. With the exception of the June administrations, each of the administrations consists of
a Saturday testing day and an alternate testing day for Saturday Sabbath observers. June administrations are
held only on Mondays.
Test takers are asked to respond voluntarily on their LSAT answer sheets to various questions about
their experiences and preferences with regard to computer and Internet use. The instructions clearly state
that responses are voluntary and will be used for statistical research purposes only.
In addition to questions regarding computer use, test takers were also asked to provide information on
their racial/ethnic background, gender, and age. Racial/ethnic groups were categorized as follows:
1. American Indian/Alaskan Native
2. Asian American/Pacific Islander
3. Black/African American
4. Canadian Aboriginal
5. Caucasian/White
6. Chicano/Mexican American
7. Hispanic/Latino
8. Puerto Rican
9. Other
3
Analyses focused on five of the above groups (Asian American/Pacific Islander, Black/African
American, Caucasian/White, Chicano/Mexican American, and Hispanic/Latino). The categories
Chicano/Mexican American and Hispanic/Latino were combined to increase the sample size. Puerto Rican
test takers were excluded from this group because we were unable to distinguish between those who live on
the island of Puerto Rico and those who live on the mainland. American Indian/Alaskan Native and
Canadian Aboriginal test takers were also excluded because the size of these samples is quite small. Those
who chose not to respond to the optional demographic questions were not included in the analyses.
Four different answer sheet forms have been used since 1996. Each answer sheet contains either one or
two questions about test preparation or computer use. The four forms are spiraled for each administration.
At certain points, some questions have been modified or substituted for other questions. Examples of
questions that have been used since 1999 can be found in the appendix. Table 1 displays all questions used
for specific test administrations. As shown in the table, two questions have remained essentially the same
over most of the data collection. Analyses of these two questions can show historic trends in computer usage
and in attitudes toward computers.
TABLE 1
Answer sheet questions and administration dates
Year
2004
2003
2002
2001
2000
1999
1998
1997
1996
Month
Question
Overall, how comfortable, or
uncomfortable, are you using a
personal computer? (Select only
one response.)
Overall, how comfortable, or
uncomfortable, are you using a
personal computer?
Do you currently have regular
access (at least once a week) to
a computer? (Select all that
apply.)
In terms of accessibility, how do
you find the current LSAT test
date schedule of four administrations per year? (Select only
one response.)
Do you currently have access to
the World Wide Web? (Select all
that apply.)
If the LSAT were computerized,
how important to you would it
be to be able to go back and
review and revise answers
within a set of questions?
How comfortable, or uncomfortable, would you be writing the
LSAT writing sample using a
computer keyboard?
If the LSAT were computerized,
how important would it be to
you to be able to highlight
words in the passages associated with LSAT questions?
(Select only one response.)
If the LSAT were computerized,
which of the following aspects
would you find most desirable?
(Mark up to FOUR choices.)
12 10
6
2 12 10
6
2 12 10
6
2 12 10
6
2 12 10
6
2 12 10
6
2 12 10
6
2 12 10
6
2 12 10
4
Results
Comfort Using a Computer
During the 1997–1998 through 2004–2005 testing years, test takers were presented with the following
optional question on their comfort with computer use:
Overall, how comfortable, or uncomfortable, are you using a personal computer? (Select only
one response.)
1)
2)
3)
4)
Very comfortable
Somewhat comfortable
Somewhat uncomfortable
Very uncomfortable
Figures 1 through 3 display the percentages of each group based on gender, race/ethnicity, and age
group indicating that they feel “very comfortable” using a computer. In every instance, a larger percentage
of test takers selected this response each subsequent testing year. By the 2004–2005 testing year, more than 70
percent of each group selected this response.
FIGURE 1. Percent of test takers “very comfortable” with using a computer, by gender
FIGURE 2. Percent of test takers “very comfortable” with using a computer, by race/ethnicity
5
FIGURE 3. Percent of test takers “very comfortable” with using a computer, by age group
Only a small percentage of each group responded to this question with options other than “very comfortable.”
All differences within the population subgroups that were examined were less than 10 percentage
points. As was found in the earlier study, gender differences in response to this question were essentially
nonexistent. African American and Caucasian test takers were generally more likely to report feeling “very
comfortable” with computers while Hispanic followed by Asian American test takers were slightly less
likely to select this response.
Age groups used in the current study are somewhat different than the groupings used in the previous
report. That is, the 22–24 age group was revised down to an age group of 22–23 in order to reflect only recent
college graduates and the 25–40 age group was split into two groups to separate those who had been out of
college for one to five years (24–29 age group) from those who had been out of college longer (30 and over).
As Figure 3 shows, in every instance, those in the 24–29 age group were most comfortable with computers,
closely followed by all three of the other groups. In no instance was there a difference between groups larger
than five percentage points.
Access to Computers
During the 1997–1998 through 2004–2005 testing years, test takers were presented with the following
optional question on their computer access:
Do you currently have regular access (at least once a week) to a computer? (Select all that apply.)
1)
2)
3)
4)
Yes, I have regular access at home.
Yes, I have regular access at work or through school.
Yes, I have regular access at a location not listed above.
No, I do not have regular access to a computer.
Figures 4 through 6 display percentages of groups indicating they have access to a computer at home.
These figures clearly show that home computer access has been steadily rising for all groups; in fact, by the
2004–2005 testing year, 70 percent or more respondents in each group reported having computer access
at home.
6
FIGURE 4. Computer access at home, by gender
FIGURE 5. Computer access at home, by race/ethnicity
FIGURE 6. Computer access at home, by age group
7
Again, there is negligible, if any, difference for groups sorted by gender, but differences for racial/ethnic
groups are more pronounced. In the 1997–1998 testing year, there was a 16 percent difference (51 percent
versus 67 percent) between the proportion of African American and Caucasian respondents who indicated
that they had computer access at home. However, in later testing years (i.e., 2002–2003 to 2004–2005), this
difference had decreased somewhat to 10 percent or less. Hispanic and Asian American respondents had
consistently responded at levels between those of African Americans and Caucasians. Other response
categories were selected by fewer than 30 percent of respondents in any group.
In terms of age groups, the youngest respondents (21 and under) were consistently the most likely to
select this response option. The second largest group selecting this option alternated across years between
recent college graduates (22–23 age group) or those 30 and over. The age group least likely to have computer
access at home was the group of respondents between 24 and 29. Nonetheless, by the 2004–2005 testing year,
over 75 percent of all age groups reported having computer access at home.
As percentages of test takers reporting computer access at home increases, the percentages of test takers
reporting computer access (more than once a week) at work or school decreases. Figures 7 through 9 display
the percentage of test takers selecting this option for each group.
FIGURE 7. Computer access at work or school, by gender
FIGURE 8. Computer access at work or school, by race/ethnicity
8
FIGURE 9. Computer access at work or school, by age group
For groups based on gender, it appears that female respondents are somewhat more likely to report
accessing computers at work or school than are males. In terms of racial/ethnic groups, Hispanic test takers
are the least likely to report computer access at work or through school and African American respondents
are most likely. As was true of computer access at home, the youngest age cohort is most likely in all testing
years to report access to a computer at work or through school. However, by the 2004–2005 testing year, all
groups reported access at work and school at a rate of about 30 percent or less. Again, responses to other
options associated with this question were at a rate of less than 30 percent.
Internet Access
During the 1998–1999 through 2004–2005 testing years, test takers were presented with the following
optional question regarding Internet access:
Do you currently have access to the World Wide Web? (Select all that apply.)
1)
2)
3)
4)
Yes, I have access at home.
Yes, I have access at work or through school.
Yes, I have access at a location not listed above.
No, I do not have access to the World Wide Web.
In general, Internet access appears to follow a similar pattern to that of computer access; access at home
increases steadily over the years while access at work or through school decreases. Figures 10 through 12
display percentages of respondents with Internet access at home.
FIGURE 10. Internet access at home, by gender
9
FIGURE 11. Internet access at home, by race/ethnicity
FIGURE 12. Internet access at home, by age group
For groups based on gender, there was about a 4 percent difference in percentages reporting access at
home during the 1998–1999 testing year, with males more frequently reporting access; however, by the
2004–2005 testing year, levels by gender were essentially the same. On the other hand, female respondents
were more likely to report computer access at work or school than males in all testing years, despite the fact
that overall, there was a gradual decline in access through these locations.
For groups based on race/ethnicity, the largest differences were evident in the first year of data
collection. Approximately 16 percent more Caucasian test takers reported having Internet access at home
than African American respondents during the 1998–1999 testing year. Again, Hispanic and Asian American
test takers fell between these two groups in all testing years. And again, there was a decrease in recent years
in the size of the gap between African American and Caucasian groups (in the last three testing years, the
gap was about 10 percent). Figures 13 through 15 display the percent in each group reporting Internet access
at work or through school.
10
FIGURE 13. Internet access at work or through school, by gender
FIGURE 14. Internet access at work or through school, by race/ethnicity
FIGURE 15. Internet access at work or through school, by age group
11
These patterns mimic the patterns for computer access at work or through school. Overall, percentages
of respondents selecting this option decrease over the years; females are somewhat more likely to report
access at work or through school than males, and African American and Caucasian test takers are somewhat
more likely than Asian American and Hispanic test takers to access the Internet at work or through school,
as are the youngest group of respondents.
Features of the Testing Environment
During the 1998–1999 testing year only, test takers were asked to rate the current LSAT test date
schedule (see example question below). Figure 16 displays responses for the total group.
In terms of accessibility, how do you find the current LSAT test date schedule of four administrations per
year? (Select only one response.)
1) Quite sufficient
2) Somewhat sufficient
3) Somewhat restrictive
4) Quite restrictive
FIGURE 16. 1998–1999 test schedule ratings
As the figure displays, most respondents rated the schedule as either somewhat or quite sufficient and
about 22 percent of respondents felt that the scheduling was restrictive in some way. Responses for
subgroups of the test taking population showed very similar patterns.
Several questions were asked about potential aspects of the computerized testing environment. During
the 1998–1999 testing year, test takers were given two questions. One question asked them to rate the
importance of being able to go back to review and revise questions (see example question below). The
majority of respondents rated this as “very important.” Figure 17 displays the percentage of the total
population selecting this option. Population subgroups showed relatively small differences. Only a small
proportion of respondents selected other response options.
If the LSAT were computerized, how important to you would it be to be able to go back and review and
revise answers within a set of questions?
1) Very important
2) Moderately important
3) Mildly important
4) Not at all important
FIGURE 17. Ability to review and revise answers within a set
12
Female respondents were somewhat more likely than male respondents to rate this feature as “very
important” (72 percent versus 66 percent), while African American and Hispanic respondents were more
likely than Asian American or Caucasian respondents to select “very important” (73 percent and 71 percent
versus 69 percent for both Caucasians and Asian Americans), and there was a gradual progression across
age cohorts, with the youngest respondents being most likely to, and the oldest respondents being least
likely to, select “very important.”
The other question used only during 1998–1999 asked how comfortable test takers would be using a
computer keyboard to write an essay.
How comfortable/uncomfortable would you be writing the LSAT writing sample using a
computer keyboard?
1) Very comfortable
2) Somewhat comfortable
3) Somewhat uncomfortable
4) Very uncomfortable
Figure 18 displays responses for the total group of test takers. Seventy-five percent of respondents
indicated they would feel very or somewhat comfortable.
FIGURE 18. Comfort using a computer keyboard to write an essay
Population subgroups showed small differences. Females were slightly more likely than males (47
percent versus 43 percent) to report feeling “very comfortable” using the computer keyboard. Among
racial/ethnic groups, Caucasian respondents were the most likely to feel “very comfortable,” while
Hispanic/Chicano and African American respondents were the least likely (47 percent versus 40 percent);
again, there was a gradual progression across age cohorts, with the youngest respondents being least likely
and the oldest respondents being most likely to report feeling “very comfortable.” Other response options
were selected by a very small percentage of each group.
From 1999 to the present, test takers were asked about the importance of being able to highlight text.
If the LSAT were computerized, how important would it be to you to be able to highlight words in the
passages associated with LSAT questions? (Select only one response.)
1)
2)
3)
4)
Very important
Somewhat important
Somewhat unimportant
Very unimportant
Across the board, the most popular response category was “very important”; at least one half of every
group selected this category. There appears to be little variation across testing years, but there is some
variation within population subgroups. Figures 19 through 21 display percentages of each group selecting
“very important” in response to this question. In general, even though the majority of each group selected
“very important,” males and Caucasian test takers were less likely to do so. Other response options were
selected by only a small percentage of each group of respondents.
13
FIGURE 19. Highlighting text “very important,” by gender
FIGURE 20. Highlighting text “very important,” by race/ethnicity
FIGURE 21. Highlighting text “very important,” by age group
14
Another question used during this six-year period asked test takers to select up to four aspects of a
computerized LSAT that they considered most desirable.
If the LSAT were computerized, which of the following aspects would you find most desirable? (Mark
up to FOUR choices.)
1)
2)
3)
4)
5)
6)
7)
8)
more frequent test dates
choice among morning, afternoon, or evening test sessions
fewer people at the test site
immediate test score reporting
computerized testing format
marking answers directly alongside test questions
question difficulty tailored to test taker’s aptitude
individual testing cubicles
Of these eight options, three (fewer people at the test site, computerized testing format, and question
difficulty tailored to test taker’s aptitude) were selected by fewer than 20 percent of respondents across all
groups. Response rates to the other five options are displayed in Figures 22 through 36. In general, there
was little change in response patterns over the testing years.
FIGURE 22. More frequent test dates, by gender
FIGURE 23. More frequent test dates, by race/ethnicity
15
FIGURE 24. More frequent test dates, by age group
FIGURE 25. Choice among morning, afternoon, or evening test sessions, by gender
FIGURE 26. Choice among morning, afternoon, or evening test sessions, by race/ethnicity
16
FIGURE 27. Choice among morning, afternoon, or evening test sessions, by age group
FIGURE 28. Immediate test score reporting, by gender
FIGURE 29. Immediate test score reporting, by race/ethnicity
17
FIGURE 30. Immediate test score reporting, by age group
FIGURE 31. Answers directly alongside test questions, by gender
FIGURE 32. Answers directly alongside test questions, by race/ethnicity
18
FIGURE 33. Answers directly alongside test questions, by age group
FIGURE 34. Individual testing cubicles, by gender
FIGURE 35. Individual testing cubicles, by race/ethnicity
19
FIGURE 36. Individual testing cubicles, by age group
“Immediate score reporting” was the feature that was most likely to be selected by test takers in any group
(over 60 percent in every group), followed by “more frequent test dates” (50 percent or greater in every
group). Females and younger test takers were more likely to select “more frequent test dates” at a slightly
greater rate than were males and older test takers. Younger test takers also selected “choice among morning,
afternoon, or evening test session” at a somewhat greater rate than did older test takers, as did Asian American
respondents in comparison with other groups. Immediate score reporting appears to be somewhat more
important to female test takers, younger test takers, and Caucasian test takers. Females were also somewhat
more likely to select “marking answers directly alongside questions” and “individual testing cubicles.”
Summary and Conclusion
The data presented above show many response patterns that are in keeping with what would be
expected in terms of historical trends. Respondents in all groups increasingly indicate that they feel “very
comfortable” using a computer and that they have access to a computer and the Internet at home. By the
2004–2005 testing year, at least 70 percent of each group selected these categories. Although the largest
difference between population subgroups was in home computer access (about 16 percent during the
1997–1998 testing year, shrinking to about 10 percent in more recent years), the “digital divide” between
African American and Caucasian LSAT takers is substantially smaller than what is found in the general
population (not a surprising finding, since the population of LSAT takers is very select).
As home use and access increase, use and access at school and work decrease. This suggests that most
test takers are interpreting this question to mean “Where do you usually access a computer or the Internet?”
as opposed to “Do you have access (at all)?” It seems probable that most test takers are using a computer
and/or the Internet in one primary location. The fact that most respondents report using computers at home
is not surprising since owning a computer has become a requirement for study at most colleges today.
In terms of aspects of the testing environment, any variations in responses appear to be primarily by
population subgroup rather than by testing year. And, in general, these differences are small and appear to
be stable across the five years of data collection. The three features most frequently selected as desirable
were (in descending order) (1) immediate score reporting, (2) more testing dates, and (3) choice of morning,
afternoon, or evening testing session.
If the historical trends evident in these data continue in the same direction, it is likely that within the
next five years, virtually all test takers will have computer and Internet access at home. In terms of a
computer-based testing environment, the aspects that respondents felt were important were generally
features for which capability already exists, such as immediate score reporting and the ability to highlight
text. In conclusion then, it seems that if, in the near future, LSAC chooses to administer the LSAT via a
computer, the majority of the testing population would not be adversely affected and additional features that
would make testing more convenient and comfortable for test takers could be added. As for general testing
features such as more testing dates and choice in time of day, these could be provided regardless of whether
the test is computer based.
20
References
Cooperative Institutional Research Program (2005). The American freshman: National norms for fall 2004. Los
Angeles: Higher Education Research Institute, UCLA.
Gibbons, H. (2002). Electronic technology provides a new methodology for teaching and testing. Journal of
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Appendix
Examples of Questions Currently Used on Answer Sheets
Answer Sheet Form B
Answer Sheet Form C
Answer Sheet Form D