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 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 Performance in Selected Graduate Psychology Courses

1987 ◽  
Vol 60 (1) ◽  
pp. 107-110 ◽  
Author(s):  
J. Daniel House ◽  
James J. Johnson ◽  
William L. Tolone
Keyword(s):  
Predictive Validity ◽  
Aptitude Test ◽  
Graduate Record Examination ◽  
Graduate Courses ◽  
Psychology Courses

A number of studies have evaluated the predictive validity of the GRE across several settings. The purpose of this study was to assess the predictive validity of the GRE for performance in selected graduate courses in psychology. Each of the three sections of the GRE aptitude test was evaluated. The predictive validity coefficients observed were comparable to those noted previously. Present results suggest that, while over-all predictive validity of the GRE may be relatively low, there may in fact be some courses for which validity coefficients are considerably higher.

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.

Predictive Validity of Graduate Record Examination Scores for Outcomes of American Indian/Alaska Native Students

1997 ◽  
Vol 81 (1) ◽  
pp. 337-338 ◽  
Author(s):  
J. Daniel House
Keyword(s):  
American Indian ◽  
Predictive Validity ◽  
Degree Completion ◽  
Alaska Native ◽  
Public University ◽  
Native Students ◽  
Graduate Record Examination ◽  
Completion Status ◽  
Grade Performance

This study was intended to investigate the predictive validity of the Graduate Record Examination for American Indian/Alaska Native students. A sample of 28 students at a large public university was tracked longitudinally; analysis indicated that GRE scores were significantly correlated (for GRE-Total r26 = .40 and for GRE-Quantitative .47) with students' degree completion status but not with their grade performance. These results indicate that, in some instances, GRE scores may be significant predictors of the outcomes of American Indian/Alaska Native students.

Ability of the Army GT Score to Predict College Grades

1969 ◽  
Vol 25 (1) ◽  
pp. 43-48 ◽  
Author(s):  
William Maxwell
Keyword(s):  
Predictive Validity ◽  
College Courses ◽  
Criterion Measure ◽  
Course Grades ◽  
College Course ◽  
The Relationship ◽  
College Grades

This study was designed to test the predictive validity of the U. S. Army's GT score with college course grades as the criterion measure. The 59 Ss had completed 196 college courses. The relationship between the GT score and grades earned was found to be significant.

scholarly journals Student Attitude Towards And Use Of Powerpoint Slides As Study Guides In Undergraduate Introductory Financial Accounting

2010 ◽  
Vol 7 (3) ◽  
Author(s):  
Robert M. Kozub
Keyword(s):  
Learning Strategies ◽  
Test Performance ◽  
Business Students ◽  
Financial Accounting ◽  
Course Performance ◽  
Class Attendance ◽  
Study Guides ◽  
Traditional Course ◽  
Course Grades ◽  
On Line

This study examines undergraduate business students’ attitude towards and use of Powerpoint® slides provided as a supplement to class attendance, textbook reading, and other traditional course resources. A survey of students with six majors (accounting, finance, marketing, management, international business and management information systems) enrolled in the undergraduate introductory financial accounting class in which the instructor provided Powerpoint® slides in addition to traditional course lectures and materials for student use.  The students’ learning strategies, as self reported in a questionnaire, (Table 7) were compared against class attendance, test performance, and overall course performance.  Consistent with several prior studies, this study found little relationship between use of these resources and grades on exams or overall course grades.  Further, this study found that students do not view these supplemental on-line resources as a substitute for class attendance.

scholarly journals The Cognitive Assessment Course: Two Decades Later

2020 ◽  
Author(s):  
Adam Lockwood ◽  
Ryan L. Farmer
Keyword(s):  
School Psychology ◽  
Graduate Students ◽  
Instructional Strategies ◽  
Cognitive Assessment ◽  
Research Training ◽  
Linguistically Diverse ◽  
Culturally And Linguistically Diverse ◽  
Practice Research ◽  
Future Research ◽  
Psychology Programs

Given significant changes to legislation, practice, research, and instrumentation, the purpose of this study was to examine the course on cognitive assessment in school psychology programs and to describe the (a) structure, (b) instructional strategies, (c) content, and (d) interpretative strategies taught to school psychology graduate students. 127 instructors were surveyed, and results suggest that over the last 20 years support for teaching cognitive assessment has decreased while the content and instructional strategies have remained largely the same. Results of this study also indicate that the interpretation strategies taught rely heavily on Cattell-Horn-Carroll theory and related interpretive frameworks (e.g., cross-battery assessment). Additionally, instructors are placing greater emphasis on and multicultural sensitivity/ culturally and linguistically diverse assessment than in previous decades. Implications for future research, training and practice are discussed.

scholarly journals Listen Up! Be Responsible! What Graduate Students Hear About University Teaching, Graduate Education and Employment

2014 ◽  
Vol 44 (3) ◽  
pp. 20-38
Author(s):  
Erin Aspenlieder ◽  
Marie Vander Kloet
Keyword(s):  
Graduate Students ◽  
Graduate Education ◽  
Educational Development ◽  
University Teaching ◽  
Data Sets ◽  
Academic Press ◽  
Graduate Courses ◽  
Discursive Analysis ◽  
Graduate Student Education ◽  
Education And Employment

What we hear at universities and in public conversations is that there is a crisis in graduate student education and employment. We are interested here in the (re)circulation of the discourses of crisis and responsibility. What do graduate students hear about their education, their career prospects, and their responsibilities? How does work in educational development contribute to these conversations? We explore these questions through an analysis of two data sets: the course outlines for multidiscipline graduate courses on university teaching, and popular and academic press articles on graduate education and employment. Through this discursive analysis, we first examine what graduate students hear through these two archives of writing. We then unpack two key discourses that emerge across the archives: the privileging of practice over theory, and the desire to assign responsibility for how the crisis of graduate education and employment should be resolved and by whom.  

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