Predictive Validity of the Graduate Record Examination and the Miller Analogies Tests

1975 ◽  
Vol 35 (2) ◽  
pp. 471-472 ◽  
Author(s):  
John L. Nagi
Keyword(s):  
Predictive Validity ◽  
Graduate Record Examination

Predictive Validity of the Graduate Record Examination in Education

1998 ◽  
Vol 82 (3) ◽  
pp. 899-904 ◽  
Author(s):  
Chang-Ho C. Ji
Keyword(s):  
African American ◽  
Predictive Validity ◽  
Academic Major ◽  
Admission Criteria ◽  
Regression Analyses ◽  
Graduate Record Examination ◽  
Academic Background ◽  
Larger Sample

This study investigated 170 students in education for the relations among Graduate Record Examination scores, graduate GPA, academic major, ethnicity, and nationality in combination with sex, undergraduate GPA, and the degree pursued. Regression analyses indicated that the GRE-Quantitative and GRE-Verbal scores accounted for 16% and 6% of the variance, respectively. Academic background, ethnicity, nationality, degree, sex, and undergraduate GPA did not predict success in graduate work in education. The study also suggested that caution must be taken in using GRE scores as graduate admission criteria for Asian ( n = 19) and African American ( n = 14) students, although a larger sample is required to draw this conclusion.

Predictive Validity of the Graduate Record Examination for Grades in Graduate Chemistry Courses

1999 ◽  
Vol 85 (1) ◽  
pp. 41-44
Author(s):  
J. Daniel House
Keyword(s):  
Graduate Students ◽  
Predictive Validity ◽  
Graduate Record Examination ◽  
Course Performance ◽  
Graduate Course ◽  
Chemistry Students ◽  
Grade Performance ◽  
Predictive Relationship

This study was intended to investigate the predictive relationship between GRE scores and subsequent grade performance in graduate chemistry courses. Records were evaluated for 145 graduate students in a chemistry program. Higher GRE scores were significantly correlated with higher grades in several specific courses. These results indicate that, in some instances, GRE scores significantly predict the graduate course performance of chemistry students.

Predictive Validity of the Graduate Record Examination for Grade Performance in Graduate Psychology Courses

1998 ◽  
Vol 82 (3_suppl) ◽  
pp. 1235-1238 ◽  
Author(s):  
J. Daniel House ◽  
James J. Johnson
Keyword(s):  
Graduate Students ◽  
Predictive Validity ◽  
Professional Psychology ◽  
Graduate Record Examination ◽  
Graduate Courses ◽  
Course Performance ◽  
Psychology Programs ◽  
Course Grades ◽  
Psychology Courses ◽  
Grade Performance

This study was intended to investigate the predictive relationship between Graduate Record Examination scores and subsequent grade performance in graduate psychology courses. Students' records were evaluated for 275 graduate students in professional psychology programs. Higher GRE scores were significantly correlated with higher grades in several specific graduate courses. For GRE-Verbal scores, the correlation with grades in Theories and Techniques of Counseling was .24 ( n = 261) while for GRE-Quantitative scores, the correlations with course grades were .30 ( n = 255) for Theories of Learning and .36 ( n = 227) for Statistics II. For GRE-Total scores, the correlations with course grades obtained were .30 ( n = 255) for Theories of Learning, .22 ( n = 261) for Theories and Techniques of Counseling, and .33 ( n = 227) for Statistics II. These results indicate that, in some instances, GRE scores have some predictive validity for the course performance of professional psychology graduate students; however, the amount of variance in course grades explained by GRE scores was modest and there is need to identify other factors that explain success of graduate students.

Predictive Validity and Impact of CAEP Standard 3.2: Results From One Master’s-Level Teacher Preparation Program

2017 ◽  
Vol 68 (4) ◽  
pp. 363-376 ◽  
Author(s):  
Carla M. Evans
Keyword(s):  
Teacher Preparation ◽  
Predictive Validity ◽  
Teacher Preparation Program ◽  
Master's Level ◽  
Negative Consequences ◽  
Graduate Record Examination ◽  
Preparation Programs ◽  
Grade Point ◽  
Educator Preparation ◽  
Admission Requirements

This study investigates the predictive validity and policy impact of Council for Accreditation of Educator Preparation minimum admission requirements in Standard 3.2 on teacher preparation programs (TPPs), their applicants, and the broader field of educator preparation. Undergraduate grade point average (GPA) and Graduate Record Examination (GRE) scores from 533 program graduates in one master’s-level TPP were examined for their ability to predict graduate GPA and the effect minimum admissions criteria had on enrollment. Findings indicate that only undergraduate GPA is moderately related to a program graduate’s success, controlling for student background characteristics. The study also finds that implementing GRE scores as a criterion in admissions decisions significantly reduces the number of admitted candidates so that the program may no longer be financially sustainable. These findings suggest many negative consequences may result from minimum admission requirements and more research is needed to evaluate the potential impact on other TPPs, teacher labor markets, and student learning outcomes.

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