The Validity of Written Simulation Exercises for Assessing Clinical Skills in Legal Education

Abstract

Four different groups of respondents completed a set of simulation exercises intended to reflect lawyering skills involved in client interviews. The written simulation exercises began with a brief description of a practical situation and required a series of interdependent steps be taken toward resolution of a specific problem in client interviewing. The four response groups were: (a) undergraduate prelaw students; (b) law students without any direct client experience; (c) law students completing programs of clinical legal education; and (d) law professors and attorneys. Scores on the simulation exercises showed successive, significant increases across response groups and seemed independent of academic preparation and ability. These results suggest both the appropriateness of simulation exercises as measures of clinical skills in legal education and the effectiveness of clinical programs in promoting the development of such skills within law schools.