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The analysis reviews representative essay and performance test (PT) submissions from a sample of 351 applicants drawn from 4,009 where content was captured for all five essays and the PT. It evaluates missing essays, MCQ submission counts, word-count deviations, timing percentile anomalies, and day-level total testing-time irregularities, alongside staff and applicant disruption signals to estimate disruption prevalence and differences across remote and in-person test takers.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/maad-feb-2025-exam-data-analytical-work-to-support-february-2025-bar-exam-scoring-and-remediation/322216/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/maad-feb-2025-exam-data-analytical-work-to-support-february-2025-bar-exam-scoring-and-remediation/322216.png","ImageObject",300,407,{"name":92,"@type":93},"Oliver Hayes","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-09-21",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of analyzing February 2025 bar exam scoring and remediation data?","Question",{"text":112,"@type":113},"To support scoring accuracy and remediation by analyzing whether gradable content was captured and by estimating how many test takers may have experienced disruptions during the essay/PT portion.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which indicators are used to detect exam-content disruption?",{"text":117,"@type":113},"Indicators include missing essays or PT, insufficient MCQ submissions, essays below expected word-count ranges, essay/PT submitted outside the allotted-time percentile range, and total testing time outside the normal day-level range.",{"name":119,"@type":110,"acceptedAnswer":120},"How were disruptions identified and validated beyond raw exam timing?",{"text":121,"@type":113},"Staff reviewed essay/PT submissions for gradability issues and content anomalies, and applicant experience signals were used from post-exam surveys and contacts with Meazure Learning or the State Bar regarding technical or administrative issues.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},322216,1791445172,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":41,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687207020761,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Analytical Work to Support  \nFebruary 2025 Bar Exam Scoring and Remediation  \nMission Advancement & Accountability Division  \nBased on data available as of April 21, 2025  \nOverview of Analytical Projects  \nAnalyze Exam Content Purpose  \n(1) Review essay/performance test content for a Confirm the gradable content was captured by Meazure Learning platform;  \nrepresentative sample of applicants identify percent of sample that experienced a test disruption using various  \nindicators  \n(2) Identify the number/percent of all test takers who did not Support scoring adjustment and remediation considerations experience at least one test disruption  \nExplore Applicant Self-Reported Exam Experiences Purpose  \n(1) Analyze post-February 2025 bar exam survey Support scoring adjustment and remediation considerations  \nAnalyses of Exam Content  \nIndicators of Test Disruption  \nIndicators of Test  Disruption Used in Analyses of Exam Content  \n\n| Type of Measure | Indicator of Test Disruption | Data source | Notes |\n| --- | --- | --- | --- |\n| Exam Data | Missing one or more essays, including Performance Test (PT | ML data file that reports time spent on each essay and the PT for each applicant |  |\n|  | Fewer than 171 Multiple Choice Questions (MCQ) submitted | MCQ answer file (ACS) |  |\n|  | At least one essay is below the expected word-count range. | Individual essay response text provided by Meazure Learning (ML) | Using February 2024 as the benchmark, we flagged any 2025 essay under 2 standard deviations as shorter than normal. |\n|  | Any essay including PT submitted outside the 95th– 100th percentile of the allotted time. | ML data file that reports time spent on each essay and the PT for each applicant | For non-accommodated applicants: essays submitted in less than 55 minutes or more than 60 minutes; PT was submitted less than 80 minutes or more than 90 minutes. |\n|  | Total testing time (either day) outside the normal range | Day-level start/finish file (ML) |  |\n\nIndicators of Test  Disruption Used in Analyses of Exam Content  \n\n| Type of Measure | Indicator of Test Disruption | Data source | Notes |\n| --- | --- | --- | --- |\n| Staff review of essay/PT submissions | At least one essay or the PT was not gradable | Essays/PT submissions | Here staff skimmed content to confirm content was relevant (and not, for example, a paste-in of the essay/PT prompt) |\n|  | At least one essay or the PT was shorter than the rest of their written submissions. | Essays/PT submissions | Staff skimmed across all essays and PT to get a sense if any were significantly shorter. |\n|  | At least one essay or the PT contained a message from the applicant about technical problem faced during the exam. | Essays/PT submissions | In most cases, this was a short message. |\n|  | At least one essay or the PT remained in notes and was not pasted into question submission box | Essays/PT submissions | This is an indicator that the cut and paste function did not work. |\n|  | At least one essay or the PT had a cut-off sentence | Essays/PT submissions | At least one essay or the PT had a cut-off sentence |\n|  |  |  |  |\n\nReports of Disruption  \nML reported that applicant contacted ML on Day 1 re: technical problem  \nApplicant participated in post-exam survey and reported experiencing a technology, administrative, or proctor issue during the essay or PT portion of the exam  \nML data file that captured all requests for technical assistance during the exam for remote test takers only.  \nFeb 2025 Post-exam Survey  \nThis file was limited to remote test takers only.  \nApplicant contacted State Bar regarding a technology issue experienced during essay/PT portion of exam  \nMessages sent through AIMS portal; emails sent to State Bar  \nProject: Analyze Essays/Performance Test Content for 351 Test Takers  \nObjective  \nAccording to Meazure Learning (ML), the exam platform successfully captured content for all five essays and the performance test (PT) in either the essay/PT submission ","cbCaikCDVrF0ct4o","https://ap.wps.com/l/cbCaikCDVrF0ct4o","pdf",1051957,"English","# Overview of Analytical Projects\n## Analyze Exam Content Purpose\n## Explore Applicant Self-Reported Exam Experiences Purpose\n## Indicators of Test Disruption\n## Reports of Disruption\n## Project: Analyze Essays/Performance Test Content for 351 Test Takers\n### Objective\n### Results","[{\"question\":\"What is the purpose of analyzing February 2025 bar exam scoring and remediation data?\",\"answer\":\"To support scoring accuracy and remediation by analyzing whether gradable content was captured and by estimating how many test takers may have experienced disruptions during the essay/PT portion.\"},{\"question\":\"Which indicators are used to detect exam-content disruption?\",\"answer\":\"Indicators include missing essays or PT, insufficient MCQ submissions, essays below expected word-count ranges, essay/PT submitted outside the allotted-time percentile range, and total testing time outside the normal day-level range.\"},{\"question\":\"How were disruptions identified and validated beyond raw exam timing?\",\"answer\":\"Staff reviewed essay/PT submissions for gradability issues and content anomalies, and applicant experience signals were used from post-exam surveys and contacts with Meazure Learning or the State Bar regarding technical or administrative issues.\"}]","MAAD-Feb-2025-Exam-Data - Analytical Work to Support February 2025 Bar Exam Scoring and Remediation | PDF",1789962142,76]