Abstract
Although the provision of extra time has become the standard method of accommodating students with various disabilities when they take the Law School Admissions Test (LSAT) or in-class timed exams, this Article suggests that we consider other means of attaining fairness on exams. Through a survey of the psychometric literature, as well as a modest empirical study, this Article argues that the rank order of students is likely to be significantly affected by the type of examination instrument used. This Article places the psychometric literature on examination results in the context of testing of prelaw students as well as law students and suggests that we place less emphasis on timed instruments in ranking students.
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