Performance increases monotonically with the number of practice exams following a slightly concave learning curve without considerable kinks¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Grades increase almost monotonically with the number of exams written, following a slightly concave pattern without significant kinks. → Glöckner 2013

Evidence¶

Glöckner 2013¶

Glöckner, A., Towfigh, E., & Traxler, C. (2013). Development of legal expertise. Instructional Science, 41, 989–1007. https://doi.org/10.1007/s11251-013-9266-5

q3 · i? · associational · r2

Panel regression analysis of 71,405 exams from 2,979 students at the University of Münster Faculty of Law. Students start with a grade significantly below 5.5, earn grades significantly above 6.0 after 20 exams, and reach 6.5 after 30 exams. The data "clearly reject a performance–experience pattern that follows a step-function or has intermediate drops" and "point to a linear or a slightly concave pattern."

"The data reveal a steady increase in average grades. As students gain more experience (i.e., have written more exams), their grades increase almost monotonically."

Discussion¶

Related Claims¶

• Area-of-law-specific and general exam practice contribute about equally and independently to performance development
• Students with high initial performance profit more from area-specific practice while students with low initial performance profit more from general practice — related