The LSRP is a two-part standardized instrument which targets core critical thinking skills, habits of mind, and personal attributes regarded as essential for students and professionals in Law and related professions. LSRP Part 1 addresses critical thinking habits of mind, dispositions, and attributes relevant to the expression of thought in professional contexts.  LSRP Part 2 measures core critical thinking and reasoning skills. Click on the name of any of the sixteen scales identified below to see its description..

MENTAL FOCUS
The Mental Focus Scale measures the disposition toward being diligent, systematic, task-oriented, organized, and clear-headed. High scorers (85-100) feel at ease when engaging a problem and feel systematic and confident in their ability to complete tasks in a timely way. They feel focused and clear-headed. Low scores (50-65) on this measure can be used to identify students who may benefit from advising that emphasizes time management and study skills. Mid range scores indicate inconsistent strength in mental focus. The opposite of a person with strong mental focus is one disposed to be haphazard or mentally distracted and unfocused. Back to list of LSRP Scales

INTELLECTUAL INTEGRITY
The Intellectual Integrity Scale measures the disposition of striving for honesty when evaluating differing viewpoints for the sake of learning the truth or reaching the best decision. A person with intellectual integrity has a driving desire to get at the truth and to follow reasons and evidence courageously wherever they may lead. High scorers (85-100) value the fair-minded pursuit of best knowledge, and value the opportunity to hear people's point of view. Low scores (50-65) are indicative of a significant failure to express ethical values and scholarly integrity typical of the ethical professional or the legal studies scholar. Midrange scores (65-85) indicate ambivalent endorsement of intellectual integrity. A concern about intellectual dishonesty would be an apt flag suggested by a low score on this scale. Back to list of LSRP Scales

SCHOLARLY RIGOR
The Scholarly Rigor Scale measures the disposition to work hard to interpret and achieve an in depth understanding of complex or abstract material. High scorers (85-100) are not put off by the need to read a difficult text or to analyze complicated situations or problems. They express strong intellectual curiosity. Low scores (50-65) are indicative of a significant failure to express the disposition to comprehensively seek new knowledge and examine new content in depth. The opposite of a person with a strong disposition toward scholarly rigor is one disposed strongly toward being mentally lazy, sloppy, and apathetic, or even hostile toward detailed and careful inquiry. Back to list of LSRP Scales

ANALYTICITY
This scale measures the disposition to approach problems analytically, and one's valuation of clarity and accurate interpretation of complex problem situations. High scores (85-100) are associated with strong analytical habits of mind. Low scores (50-65) are of great concern in that they are the self report of discomfort or lack of awareness in the face of complicated problems that require analytical thought. Midrange scores indicate ambivalent or erratic analytical approaches to problem solving. The opposite of a person with a strong tendency toward analyticity is one who is disposed to be heedless of consequences and to lack the inclination to be concerned about consequences. This person can be described as lacking foresight. Back to list of LSRP Scales


COGNITIVE MATURITY
COGNITIVE MATURITY
The Cognitive Maturity Scale assesses cognitive developmental level. High scores(85-100) identify the individual who has an appreciation of the existence of multiple potential perspectives on best knowledge and wisdom when making judgments. This person will likely reconsider judgments in the face of new evidence and reserve judgment as appropriate in critical situations. A person at a high level of cognitive development and maturity understands that reasonable people can disagree, but, not being a relativist, the person also understands that some reasons and arguments are better than others. Low scores (50-65) are of concern in that they are indicative of perspectives about knowledge and truth that too often abdicate the power of judgment when uncertainty is high and a nuanced perspective would be both more helpful for ascertaining appropriate action and expected of professionals in responsible leadership positions. A person with a low score on this scale might be described as cognitively immature. Back to list of LSRP Scales

LEGAL STUDIES CONFIDENCE
The Legal Studies Confidence Scale provides a global score in confidence felt by new hires, novice Law professionals, and Law students with regard to their readiness to handle the stress, competitiveness, vocabulary, workload, instructional or orientation methods, and related complexities of study in law settings. High scores are expected of individuals who have strong sense of their perceived efficacy about their ability to succeed in these settings. Perceived efficacy does not indicate assurance of success, but does position the individual to approach experiences within these settings with confidence. Low scores on this scale should result in a mentoring or advising session to assess deficits and potential for a successful transition to study/employment in these settings. Back to list of LSRP Scales

COMMUNICATIVE CONFIDENCE
The Communicative Confidence Scale measures confidence in oral and written communication and assesses the subject's attitudes about technical writing. High scores exhibit confidence in the ability to lead groups through the presentation of oral argument, to read well, and to write effectively about analyses and opinions. Low scores are indicative of self perceived deficits in communication skills. While this is not a measure of actual communication skills (other measures should be selected for this purpose), acknowledged weakness should trigger remedial programming for students and staff development for personnel who are otherwise judged as able to continue in the profession or in professional study. Back to list of LSRP Scales

INTERACTION STYLE #1: COMPETITION
Scores between 65 and 50 indicate a person who tends to prefer teamwork and collaborative approaches toward achieving success, whereas scores between 85 and 100 describe a person who prefers to compete as a lone individual. Both ends of this scale describe ways of interacting socially and professionally with others. No value judgment is necessarily implied. Depending on the context, having a more competitive or more collaborative style has advantages and disadvantages. These advantages and disadvantages can be magnified in persons with scores at either of the extreme ends of this scale.

A person with a high score on Style #1 (85-100) might be characterized as a highly competitive and aggressive individual with less tolerance of being led by colleagues or persuaded to compromise. We might call this person "The Lone Competitor." This individual is focused more on a personal assessment of the issues and often appears opinionated or rigid in group decision-making contexts. Individuals with low scores on this scale (50-65) are typically particularly tolerant of group processes, and open to compromise to reach consensus ("The Team Member"). This individual values collaborative effort. Midrange scores (65-85) indicate a more eclectic approach to interactions where competition is a factor. This individual has more flexibility across contexts in the expression of their competitiveness.

Which range of scores better equips a person for success in a given aspect of the legal profession depends on the character of the professional practice. A high score on "Competition" (Style #1) suggests a temperament better suited to highly competitive practice settings such as working as a hard driving litigator rather than perhaps as an amiable arbitrator. An individual entering the profession or entering Law School with a midrange score on Style Scale #1 might be best positioned for the greatest range of potential future success in professional practice. While research has yet to be done in this area, a midrange score on Interactive Style #1 suggests possible advantages in that the individual might be inclined to approach questions and problem solving open-mindedly and collaboratively and yet retain a competitive determination with respect to their own point of view. Back to list of LSRP Scales

INTERACTION STYLE #2: EXPRESSION
This interaction style scale measures social expression. Scores between 65 and 50 indicate a person who tends to be a quiet observer, whereas scores between 85 and 100 indicate a person who is highly expressive and vocal. Both ends of this scale describe ways of interacting socially and professionally with others. No value judgment is necessarily implied. Depending on the context, both approaches to self expression have advantages and disadvantages, which are magnified at the extreme ends of this scale.

An individual with a high score (85-100) on Style Scale #2 ("Expressive Performer") might be characterized as glib, social, and high-verbal in educational and work settings and with peer group members. This person may challenge superiors inappropriately until knowledge of the professional culture is obtained. They can be challenging to supervisors and teachers in learning situations and professional practice settings which demand a more thoughtful, individualized approach to problem-solving, and the demonstration of a more independent and focused effort from each individual. This individual may find greater success in highly social professional practice settings where building and maintaining trusted collaborative relationships is the key to success.

A low score on this scale (50-65) is indicative of a quieter presence in social situations ("The Quiet Observer"). This individual may be more contemplative in nature and more selective in the expression of thought, or they may lack significant insight. Further assessment of thinking ability (Total Skills Score of Part 2 of LSRP) can help to differentiate which is more likely. Midrange scores indicate a more varied expression of thought in social situations. Back to list of LSRP Scales

INTERACTION STYLE #3: STANCE
Interaction Style #3 measures an individual's directness of response to questioning in relationship to pressure from peers or superiors. Scores between 65 and 50 indicate a person who interacts in ways which are intended to gain the acceptance and approval of others, whereas scores between 85 and 100 indicate a person who tends to speak forthrightly and to make decisions with little concern for whether or not others would give their approval. Both ends of this scale describe ways of interacting socially and professionally with others. No value judgment is necessarily implied. As with the other interaction style scales, depending on the context there can be advantages and disadvantages with both approaches, and these can be magnified in persons who score at the extreme ends of this scale.

Persons with high scores (85-100) on this measure are highly forthright, sometimes to the point of painful honesty ("The Forthright Declarer"). This expression of forthrightness is typically a sign of strength in the more experienced leader, but can be detrimental to team functioning in the novice. Low scores (50-65) on this measure ("The Approval Seeker") indicate a tendency to present oneself to others as having a near perfect nature, even if one must lie or exaggerate one's own positive characteristics. While no offense may be intended by the person, often this is not considered a desirable style of social interaction. Midrange scores (65-85) indicate a more common and, arguably perhaps more acceptable professional stance in relationship to the expression of one's thoughts and opinions in social interaction. Back to list of LSRP Scales

TOTAL SCORE: CRITICAL THINKING SKILLS
The Total score is the most valid measure of overall strength in critical thinking skills. To score well overall the test taker must excel in the integrated use of a range of critical thinking skills and have no focal weaknesses. On a 100 point scale, a total score above 85 indicates superior critical thinking skills, consistent with senior level leadership potential. Scores in the band 84-75 show strong skills consistent with learning and professional development. Scores in the band 66-74 indicate mid range and lower skill levels, suggesting the potential for possible difficulties transitioning into learning and workplace environments that demand independent problem-solving and decision making. Scores of 65 or lower indicate significant weaknesses in core critical thinking skill, or they may indicate language comprehension issues or the lack of a true effort on the part of the test-taker. Back to list of LSRP Scales

ANALYTICAL & INTERPRETIVE SKILLS
Analytical and Interpretive skills are used to closely examine ideas, to identify assumptions, reasons and claims, and to gather detailed information from charts, graphs, diagrams, paragraphs, etc. These skills are also used when determining the precise meaning of a sentence, passage, text, idea, assertion, sign, signal, chart, etc. in a given context and for a given purpose. Good interpretation often involves properly categorizing information, decoding the significance of what a person is saying and clarifying what something means. It would be unwise to build further judgments, such as inferences and evaluations, upon the results of a poor analysis or a mistaken interpretation. On a 100 point scale, a score of 85 or higher indicates superior analytical and interpretive reasoning skills. Scores in the band 84-75 show strong skills, scores in the 66-74 range indicate moderate skills, and scores of 65 or below indicate significant weakness in these skills. Back to list of LSRP Scales

INFERENCE SKILLS
Inference skills are used when drawing conclusions based on reasons and evidence. Inferences can be skillfully drawn from a wide variety of things including information, data, beliefs, opinions, facts, conjectures, definitions, principles, images, signs, behaviors, documents, or testimony. However, skillful inference does not guarantee that the conclusion will be true. Conclusions inferred on the basis of misunderstandings, mistaken beliefs, bad data, unreliable opinions, biased evaluations, or faulty information, for example, can turn out to be mistaken, even if reached using excellent inference skills. On a 100 point scale, a score of 85 or higher on this scale indicates superior inferential reasoning skills. Scores in the band 84-75 show strong skills, scores in the 66-74 range indicate moderate skill levels, and scores of 65 or below indicate significant weakness in inferential reasoning. Back to list of LSRP Scales

EVALUATION & EXPLANATION SKILLS
Evaluation and Explanation skills are used to assess the credibility of claims and the strength or weakness of arguments. Evaluation skills can also be applied to form judgments about the quality of inferences, analyses, interpretations, options, opinions, beliefs, ideas, proposals, beliefs and justifications. Explanation involves providing one's reasons, methods, assumptions or rationale for one's beliefs and conclusions. Reaching a correct conclusion is not sufficient for strong critical thinking; strong critical thinking involves reaching a correct conclusion for a good reason, not by luck or on the basis of weak arguments and mistaken opinions. On a 100 point scale, a score of 85 or higher indicates superior evaluative and explanatory reasoning skills. Scores in the band 84-75 show strong skills, scores in the 66-74 range indicate moderate skills, and scores of 65 or below indicate significant weakness in these skills. Back to list of LSRP Scales

Together, analysis, interpretation, inference, evaluation and explanation form a full representation of the core critical thinking skills as identified in the international expert consensus Delphi Research Project, understanding, of course, that meta-cognitive self-regulation, while being exercised as one takes the LSRP Part 2, cannot be readily accessed apart from the operation of the other skills.

DEDUCTIVE REASONING IN PROFESSIONAL CONTEXTS
Deductive reasoning moves from the assumed truth of a set of beliefs or premises to a conclusion which follows of necessity. In a valid deductive argument the conclusion cannot possibly be false if the premises are all true. Geometry, algebra, and many computer programs are deductive chains of reasoning, as are Sudoku puzzles. Activities which require following rules, definitions, laws or diagrams with exacting precision call on deductive reasoning skills. On a 100 point scale, a score of 85 or higher on this scale indicates superior deductive reasoning skills. Scores in the band 84-75 shows strong skills, scores in the 66-74 range indicate moderate skills, and those 65 or below indicate significant weakness in deductive reasoning. Back to list of LSRP Scales

INDUCTIVE REASONING IN PROFESSIONAL CONTEXTS
Inductive reasoning is drawing warranted probabilistic inferences regarding what is most likely true or most likely not true, given the information and the context at hand. Scientific disconfirmation of hypotheses uses inductive reasoning. Drawing probabilistic conclusions based on key examples, evidence, data, precedents, memories, testimony or relevant cases is inductive. Statistical inferences and reasoning by analogy is inductive. As long as there is the possibility, however remote, that one's highly probable conclusion might be mistaken, one is using inductive reasoning. On a 100 point scale, a score of 85 or higher indicates superior inductive reasoning skills. Scores in the band 84-75 indicate strong inductive reasoning skills, scores in the 66-74 range indicate moderate skills, and scores of 65 or below indicate significant weakness in inductive reasoning. Back to list of LSRP Scales

The book, Thinking and Reasoning in Human Decision Making, explores the relationship between critical thinking, expertise, and decision making in time-limited contexts of uncertainty and risk.

For more about critical thinking skills and dispositions download free "Critical Thinking: What It Is and Why It Counts."