Testing for Structure Recognition - LSAC Research Report 98-02

Sep 2, 2026

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The nontechnical ability to identify or match argumentative structure is treated as an important reasoning skill in graduate-admission testing. This report examines how standardized tests such as the LSAT, GRE, and GMAT can generate question items grounded in a legitimate representation of phenomenological argumentative structure. It focuses on the logical structure mature reasoners perceive, including when test takers are untrained in formal logic. The study proposes principles for constructing and defending question stems that emphasize reasoning structure.

LanguageEnglish

CategoryExam

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Executive Summary

Abstract

Introduction

Question Forma

Formal Structure

Informal Structure

References

DOCUMENT RESUME ED 469176 AUTHORPlumer,Gilbert E. TITLETesting for Structure Recognition.LSAC Research Report Series:INSTITUTIONLaw School Admission Council,Newtown,PA.REPORT NOLSAC-RR-98-02PUB DATE1999-08-00NOTE15p.PUB TYPEOpinion Papers(120)EDRS PRICEEDRS Price MF01/PC01 Plus Postage..DESCRIPTORS*College Entrance Examinations;*Persuasive Discourse;TestConstruction;Test ItemsIDENTIFIERSArgument Research;*Task Structure # ABSTRACT The nontechnical ability to identify or match argumentativestructure is considered by many to be an important reasoning skill. Instruments that have questions designed to measure this skill include majorstandardized tests for graduate school admission,for example,the Law SchoolAdmission Test(LSAT),the Graduate Record Examination(GRE),and theGraduate Management Admission Test(GMAT).Writers and reviewers of suchtests need an appropriate foundation for developing such questions.They needa proper representation of phenomenological argumentative structure,forlegitimacy,and because these tests affect people's lives.This paperattempts to construct an adequate and appropriate representation of suchstructure,the logical structure that an argument is perceived to have bymature reasoners,albeit reasoners who are not trained in logic.(Contains 1table and 22 references.)(Author/SLD) | Reproductions supplied by EDRS are the best that can be made
from the original document. | | --- | ED469 176 TM034481 LSAC RESEARCH REPORT SERIES # U.S.DEPARTMENT OF EDUCATIONPERMISSION TO REPRODUCE ANDOffice ofEducational Research and ImprovementDISSEMINATE THIS MATERIALHASEDUCATIONAL RESOURCES INFORMATIONBEEN GBANTED BYCENTER(ERIC)This document has been reproduced asreceived from the person or organizationoriginating it. J.VASELECK 口Minor changes have been made toimprove reproduction quality.TO THE EDUCATIONAL RESOURCESPoints of view or opinions stated in thisINFORMATION CENTER(ERIC)document do not necessarily representofficial OERI position or policy. # Testing for Structure Recognition Gilbert E.PlumerLaw School Admission Council Law School Admission CouncilResearch Report 98-02August 1999 2 BEST COPYAVALABLE Tm The Law School Admission Council is a nonprofit corporation that provides services to the legaleducation community.Its members are 196 law schools in the United States and Canada. CopyrightC 1999by Law School Admission Council,Inc. All rights reserved.This book may not be reproduced or transmitted,in whole or in part,by any means,electronic or mechanical,including photocopying,recording,or by any information storage and retrievalsystem,without permission of the publisher.For information,write:Communications,Law SchoolAdmission Council,Box 40,661 Penn Street,Newtown,PA 18940-0040. LSAT⑧and the Law Services logo 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 andconclusions contained in this report are those of the author and do not necessarily reflect the position ory of the Law School Admission Council. Table of Contents Executive Summary………………………………………………………………………………………………………………………………………………………1 Abstrac…………………………………………………………………………………………………………………………………………………………………………1 Introduction……………………………………………………………………………………………………………………………………………………………………1 Question Forma………………………………………………………………………………………………………………………………………………………………2 Formal Structure……………………………………………………………………………………………………………………………………………………………4 Informal Structure …………………………………………………………………………………………………………………………………………………………8 References …………………………………………………………………………………………………………………………………………………………………1 # Executive Summary The nontechnical ability to identify or match argumentative structure is considered by many to be animportant reasoning skill.Instruments that have questions designed to measure this skill include majorstandardized tests for graduate school admission,for example,the Law School Admissio

FAQs

What reasoning skill does the report focus on in admissions tests?

It focuses on the nontechnical ability to identify or match argumentative structure, as measured by questions in major standardized graduate admissions tests.

Which tests and question types motivate the report’s approach?

The report discusses standardized tests such as the LSAT, GRE, and GMAT, especially items that ask about the pattern of flawed reasoning rather than explicit identification of structure.

How does the report relate question-stem wording to emphasis on reasoning structure?

When stems use phrases like “pattern of reasoning” or “parallel reasoning,” the report argues that more weight can be assigned to reasoning structure than to surface logical structure and term structure, while still considering both.

Sep 2, 2026

Upload by Riley