[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-160415-en":3,"doc-seo-160415-105":31,"detail-sidebar-cat-0-en-105":92},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":21,"is_downloadable":21,"audit_status":21,"page_count":22,"language":23,"language_code":24,"site_id":25,"html_lang":24,"table_of_contents":26,"faqs":27,"seo_title":28,"seo_description":14,"update_tm":29,"read_time":30},160415,687207020761,"Oliver Hayes","https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d",2,"Literature","TENMYTHS ABOUT LAW SCHOOL GRADING - Part 1","Law school grading myths shape how students interpret grades and how employers and faculty use them in hiring and evaluation. The essay explains why beliefs about grades as predictors of legal success are exaggerated, highlighting weak statistical correlation and the limits of timed exam performance compared with real practice. It also challenges the claim that grading is not truly anonymous by detailing why anonymous grading protects objectivity, reduces bias, and supports healthier faculty-student relationships.","TENMYTHS ABOUT LAW SCHOOL GRADING  \nDANIEL KEATING*  \nThere is probably no subject more misunderstood and more clouded inmyths than law school grading.I am not certain why this is so,but I do havea couple of theories.The first is that law school grades are very importantand therefore are the subject of much discussion by law students.Althoughlaw students talk to each other a lot about grading,law professors do not tellstudents that much about the subject.Thus,students are left to concoct theirown theories and folklore about how grading really works or should work.  \nMy second proposed reason for the prevalence of grading myths might becalled the Lawyer As Math Phobe Theory.That theory starts with theassumption that most law students had non-mathematical majors in collegesuch as Political Science,English and History.Perhaps ifI were the associatedean at an engineering school,I would encounter these grading myths lessoften.In any event,this second theory postulates that many of the mythsabout law school grading are due simply to a lack of understanding aboutbasic math concepts.Indeed,many of the myths described below are held bylaw faculty as well as students,and I know from personal experience inhelping new colleagues do grading conversions that an aversion to math is byno means confined to students.  \nAt the outset,I realize that most readers are going to disagree with meconcerning some or all of the points that are presented in this essay.Therefore,when I characterize a particular proposition as a “myth,”I do notintend a put-down of those who subscribe to it.I only mean that,from myperspective,the stated proposition is erroneous or exaggerated for the reasonsthat I willgive.  \nThe myths that I describe below are held by students,faculty,employers,or some combination of the three.With each myth,I will endeavor todescribe its content,its likely genesis,and then the countervailing truth aboutthe same subject.I will begin with the myths that are primarily student-heldand then proceed to describe faculty-held myths about law school grading.  \n# MYTHNo.1:LAW SCHOOL GRADES AREA GOOD PREDICTOR OF WHOWILLBECOMEAGOODLAWYER\n\nThis myth is held to some extent by students,faculty,and employersalike.I lump it here with“student-held myths”only because I think that abelief in this myth causes more damage to students than to faculty oremployers.There is perhaps some truth to this myth,but only if we arewilling to define “good predictor”as \"the most convenient and easiest toquantify.”  \nI have little doubt that there is,on the whole,some positive correlationbetween law school grades and success in law practice.However,to say thatthere is some positive correlation says nothing about the strength of thatcorrelation.To use an analogy,the LSAT is currently the best knownquantifiable predictor we have of a prospective law student's performance onfirst-year law exams.The LSAT score,however,ends up accounting for lessthan fifty percent of the variance among law students in their first-year lawschool performance.To put this another way,factors that the LSAT cannotmeasure end up accounting for more of the variance in first-year grades thando factors that the LSAT can measure.  \nThe connection between law school grades and success in law practice iseven more tenuous than is the connection between the LSAT test and first-year law exams.At least the LSAT is one timed test that is geared topredicting success on a different series of timed tests.While law school testsattempt to measure issue-spotting and legal analysis—two skills that arecertainly important to the practice of law—real law practice generally allowsa lawyer the luxury to ruminate on a client's problem for more than just threehours.Furthermore,factors such as interpersonal skills,perseverance,rain-making,and attention to detail—all of which are crucial to the success of anylawyer—are either not measured effectively or at all by law school exams.  \nIf all of the above is true,then why do employe","cbCailsAwjTalmaL","https://ap.wps.com/l/cbCailsAwjTalmaL","pdf",1369510,7,1,22,"English","en",105,"# TENMYTHS ABOUT LAW SCHOOL GRADING\n## Daniel Keating\n## Myth No. 1: Law School Grades Are a Good Predictor of Who Will Become a Good Lawyer\n## Myth No. 2: Law School Grading Is Not Really Anonymous","[{\"question\":\"为什么作者认为“法学院成绩是衡量未来优秀律师的好预测指标”是神话？\",\"answer\":\"作者指出，尽管成绩与执业成功可能存在相关性，但这种相关性强度不清晰且通常较弱；并且法学院考试无法有效衡量人际能力、毅力、开拓客户等关键因素。\"},{\"question\":\"LSAT 与一年级成绩之间的关系为什么不足以支撑“成绩强预测”说法？\",\"answer\":\"作者用类比说明：LSAT 是最常见的可量化预测指标，但它解释的方差不足，更多差异来自 LSAT 无法测量的因素。\"},{\"question\":\"作者为什么认为法学院评分通常是匿名的并且确有其必要性？\",\"answer\":\"作者强调，匿名评分能减少评分者对学生身份的权力欲与偏见，提升客观性，并在评分差距出现时维护更良性的师生关系。\"}]","TENMYTHS ABOUT LAW SCHOOL GRADING - 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