GRE Score Level, Test Completion, and Reliability for Visually Impaired, Physically Handicapped, and Nonhandicapped Groups

Abstract

This study examined the score level, extent of test completion, and test reliability for three handicapped groups taking the Graduate Record Examinations (GRE) General Test. The groups studied were physically handicapped students taking the test under standard conditions, visually impaired students taking a special administration, and visually impaired students taking the standard examination. Results showed the performance of the visually handicapped groups to approximate closely that of nondisabled examinees, while physically handicapped students performed substantially lower on two of the three General Test scales. Data on test completion showed indications of minimal disadvantage to the two disabled groups taking timed administrations and slight advantage to the group taking the extended-time test. Analysis of test reliability revealed no important differences across groups. Further research—especially predictive validity studies—should better inform judgments about the meaning of General Test scores for handicapped students.