A Review of the Predictive Validities of Graduate Record Examination in Different Graduate School Majors

2021 ◽  
Vol 03 (01) ◽  
pp. 1-7
Author(s):  
方帅 董
Keyword(s):  
Graduate School ◽  
Graduate Record Examination

Gre Requirements and Student Perceptions of Fictitious Clinical Psychology Graduate Programs

2011 ◽  
Vol 108 (2) ◽  
pp. 375-378 ◽  
Author(s):  
Karen L. Atwood ◽  
Adriana M. Manago ◽  
Ronald F. Rogers
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Graduate School ◽  
Clinical Psychology ◽  
Graduate Program ◽  
Graduate Programs ◽  
Graduate Record Examination ◽  
Minimum Score

The influence of Graduate Record Examination (GRE) requirements on undergraduate students' perceptions of a fictitious clinical psychology graduate program was examined. The more rigorous a program's GRE requirement, the more highly students were expected to rate the program on quality, reputation, challenge of curriculum, attractiveness, and their willingness to apply. 140 undergraduate participants read and rated one of three possible program descriptions that differed only with regard to the stated GRE requirements. Although the effects were small, participants rated the program requiring a minimum combined GRE score of 1,200 (verbal and quantitative) as higher in quality and as having a more challenging curriculum compared to the program that required the GRE but with no minimum score. Although preliminary, these findings are consistent with previous research demonstrating that graduate school applicants use GRE requirements in their evaluation of graduate programs.

The Graduate Record Examination: Help or Hindrance in Nursing Graduate School Admissions?

2009 ◽  
Vol 25 (6) ◽  
pp. 369-372 ◽  
Author(s):  
Julie R. Katz ◽  
Carolyn Chow ◽  
Sandra Adams Motzer ◽  
Susan L. Woods
Keyword(s):  
Graduate School ◽  
Graduate Record Examination ◽  
Nursing Graduate

scholarly journals Preparing Postbaccalaureates for Entry and Success in Biomedical PhD Programs

2016 ◽  
Vol 15 (3) ◽  
pp. ar27 ◽  
Author(s):  
Joshua D. Hall ◽  
Jessica R. Harrell ◽  
Kimberley W. Cohen ◽  
Virginia L. Miller ◽  
Patricia V. Phelps ◽  
...  
Keyword(s):  
Higher Education ◽  
Training Program ◽  
Graduate School ◽  
Critical Analysis ◽  
Critical Transition ◽  
Biomedical Sciences ◽  
Graduate Record Examination ◽  
Low Socioeconomic ◽  
Skills Lab ◽  
Phd Programs

Certain racial and ethnic groups, individuals with disabilities, and those from low socioeconomic backgrounds remain underrepresented (UR) in the biomedical sciences. This underrepresentation becomes more extreme at each higher education stage. To support UR scholars during the critical transition from baccalaureate to PhD, we established an intensive, 1-yr postbaccalaureate training program. We hypothesized that this intervention would strengthen each participant’s competitiveness for leading PhD programs and build a foundation of skills and self-efficacy important for success during and after graduate school. Scholar critical analysis skills, lab technique knowledge, and Graduate Record Examination scores all improved significantly during the program. Scholars reported significant confidence growth in 21 of 24 categories related to success in research careers. In 5 yr, 91% (41/45) of scholars transitioned directly into PhD programs. Importantly, 40% (18/45) of participating postbaccalaureate scholars had previously been declined acceptance into graduate school; however, 17/18 of these scholars directly entered competitive PhD programs following our training program. Alumni reported they were “extremely well” prepared for graduate school, and 95% (39/41) are currently making progress to graduation with a PhD. In conclusion, we report a model for postbaccalaureate training that could be replicated to increase participation and success among UR scholars in the biomedical sciences.

scholarly journals Beyond the GRE: Using a Composite Score to Predict 
the Success of Puerto Rican Students in a Biomedical 
PhD Program

2015 ◽  
Vol 14 (2) ◽  
pp. ar13 ◽  
Author(s):  
Wendy I. Pacheco ◽  
Richard J. Noel ◽  
James T. Porter ◽  
Caroline B. Appleyard
Keyword(s):  
Graduate School ◽  
Graduate Program ◽  
Quantitative Measure ◽  
Composite Score ◽  
Research Experience ◽  
Graduate Record Examination ◽  
Grade Point ◽  
General Test ◽  
Puerto Rican Students ◽  
Selection Of

The use and validity of the Graduate Record Examination General Test (GRE) to predict the success of graduate school applicants is heavily debated, especially for its possible impact on the selection of underrepresented minorities into science, technology, engineering, and math fields. To better identify candidates who would succeed in our program with less reliance on the GRE and grade point average (GPA), we developed and tested a composite score (CS) that incorporates additional measurable predictors of success to evaluate incoming applicants. Uniform numerical values were assigned to GPA, GRE, research experience, advanced course work or degrees, presentations, and publications. We compared the CS of our students with their achievement of program goals and graduate school outcomes. The average CS was significantly higher in those students completing the graduate program versus dropouts (p < 0.002) and correlated with success in competing for fellowships and a shorter time to thesis defense. In contrast, these outcomes were not predicted by GPA, science GPA, or GRE. Recent implementation of an impromptu writing assessment during the interview suggests the CS can be improved further. We conclude that the CS provides a broader quantitative measure that better predicts success of students in our program and allows improved evaluation and selection of the most promising candidates.

Validity of the GRE without Restriction of Range

1993 ◽  
Vol 72 (1) ◽  
pp. 123-127 ◽  
Author(s):  
Bradley E. Huitema ◽  
Cheri R. Stein
Keyword(s):  
Academic Performance ◽  
Graduate Students ◽  
Graduate School ◽  
Doctoral Program ◽  
Psychology Department ◽  
Graduate Record Examination ◽  
Standard Deviations ◽  
Restriction Of Range ◽  
Biased Estimates ◽  
Predictors Of Academic Performance

Restriction of range is a frequently acknowledged issue in estimating the validity of predictors of academic performance in graduate school. Data obtained from a doctoral program in a psychology department where graduate students were admitted without regard to Graduate Record Examination (GRE) scores yielded essentially identical standard deviations on this test for the 204 applicants and 138 enrolled students. The GRE-Total validity coefficients obtained on subjects in the enrolled sample ranged from .55 through .70; these values are considerably higher than those typically reported. The data are congruent with the argument that uncorrected GRE validity coefficients yield biased estimates of the unknown validity in unrestricted applicant pools.

Predictive Validity of the Graduate Record Examination with and without Range Restraints

1997 ◽  
Vol 81 (1) ◽  
pp. 211-220 ◽  
Author(s):  
Kenneth Oldfield ◽  
Janet R. Hutchinson
Keyword(s):  
Graduate Students ◽  
Grade Point Average ◽  
Predictive Validity ◽  
Graduate School ◽  
Graduate Record Examination ◽  
Output Variable ◽  
Grade Point ◽  
Input And Output ◽  
Input Variables ◽  
Suggested Explanation

Most studies show that scores on the Graduate Record Examination (GRE) have low predictive validity for graduate grade point average. One suggested explanation is that the input and output variables have restricted ranges. Restriction of the input variables results when students with low GRE scores are omitted from the analysis. The output variable is constricted since most students receive an A or B in courses. However, the present study shows that the GRE has low predictive validity even when both the input and output variables are more widely distributed for a sample of graduate students. The need for better screening mechanisms to select from among applicants to graduate school is discussed.

Sign in / Sign up

Export Citation Format

Share Document