GRE Verbal Scores Research Articles

A Study on the Correlation between GRE Verbal Scores and TOEFL/IELTS Reading Scores

A Study on the Correlation between GRE Verbal Scores and TOEFL/IELTS Reading Scores

Analyzing admissions metrics as predictors of graduate GPA and whether graduate GPA mediates Ph.D. completion

An analysis of 1955 physics graduate students from 19 Ph.D. programs shows that undergraduate grade point average predicts graduate grades and Ph.D. completion more effectively than GRE scores. Students’ undergraduate GPA (UGPA) and GRE Physics (GRE-P) scores are small but statistically significant predictors of graduate course grades, while GRE quantitative and GRE verbal scores are not. We also find that males and females score equally well in their graduate coursework despite a statistically significant 18 percentile point gap in median GRE-P scores between genders. A counterfactual mediation analysis demonstrates that among admission metrics tested only UGPA is a significant predictor of overall Ph.D. completion, and that UGPA predicts Ph.D. completion indirectly through graduate grades. Thus UGPA measures traits linked to graduate course grades, which in turn predict graduate completion. Although GRE-P scores are not significantly associated with Ph.D. completion, our results suggest that any predictive effect they may have is also linked indirectly through graduate GPA. Overall our results indicate that among commonly used quantitative admissions metrics, UGPA offers the most insight into two important measures of graduate school success, while posing fewer concerns for equitable admissions practices.Received 19 May 2021Accepted 9 July 2021DOI:https://doi.org/10.1103/PhysRevPhysEducRes.17.020115Published by the American Physical Society under the terms of the Creative Commons Attribution 4.0 International license. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.Published by the American Physical SocietyPhysics Subject Headings (PhySH)Research AreasDiversity & inclusionEducational policyResearch methodologyProfessional TopicsDiversityGraduate studentsInterdisciplinary PhysicsPhysics Education Research

EFFECT OF IMMEDIATE FEEDBACK AND REVISION ON PSYCHOMETRIC PROPERTIES OF OPEN‐ENDED SENTENCE‐COMPLETION ITEMS

ABSTRACTRegistered examinees for the GRE® General Test answered open‐ended sentence‐completion items. For half of the items, participants received immediate feedback on the correctness of their answers and up to two opportunities to revise their answers. A significant feedback‐and‐revision effect was found. Participants were able to correct many of their initial incorrect answers, resulting in higher revised scores. In addition, the reliability of the revised scores and their correlation with GRE verbal scores were higher. The possibility of using revision scores as a basis for measuring potential future learning is discussed.

Predictors of Success In a Dietetic Internship/Master of Science Degree Program

Of individuals who applied to a Combined Dietetic Internship (DI)/Masters degree (MS) program between 1988 and 1992, approximately 1/3 (64) participated in the study. Thirty-seven of these applicants attended the program. Data consisted of scores derived from applicant files, a short questionnaire, and grade point averages (GPA) of subjects who attended the program. The predictor variables included every item on a rating form used by a student selection committee. Due to the large number of predictor variables, Principle Factor Analysis was used to group related variables, decreasing the number of variables to be entered into Stepwise Logistic Regression. The four factors identified were Graduate Record Exam-Analytical scores (GRE-A), GRE-Verbal scores (GRE-V), GPA, and Reason for Application. Using Stepwise Logistic Regression, none of the four factors were significantly correlated (p> .05) with the completion of the MS degree. Using the data of subjects who attended the program, the four factors were entered into Correlation Analysis. Two factors were significantly correlated, GRE-A Factor with GPA after the Internship (r =0.33, p=.046) and the MS degree (r=0.61, p=.003) and GRE-V Factor with GPA after MS degree (r=0.45, p=.04). The GPA and Reason factors did not significantly correlate (p>.05) with any of the variables. Current selection criteria may not accurately predict whether an applicant will complete a MS degree program. However, GRE analytical and verbal scores are important criteria since significant correlations were observed between GRE-A with GPA after the DI and MS, and GRE-V with GPA after the MS.

Predictive Validity of the Graduate Record Examination in Education

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 Grade Performance in Graduate Psychology Courses

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.

The Comparative Validities of Undergraduate Grade Point Average and of Part Scores on the Graduate Record Examinations in the Prediction of Two Criterion Measures in a Graduate Library School Program

This study was concerned with the use of (a) scores on Graduate Record Examinations (GRE) and (b) undergraduate grade point averages as predictors of success of library school students as measured by (a) a graded comprehensive examination administered to those in their last term of the master's degree program, and (b) graduate grade point averages. GRE-Verbal scores proved to be the most valid predictors of success-noticeably more prognostic than were undergraduate grades.

Discriminant analysis to predict graduation--nongraduation in a master's degree program in nursing.

Discriminant analysis was used to predict graduation and two categories of nongraduation from readily available admissions data at the University of Kansas nursing master's degree program. The traditional admissions indices, baccalaureate grade point average (GPA) and Graduate Record Examination (GRE)-verbal and -quantitative scores, were used as predictors. Criterion categories were composed of 102 graduates, 103 individuals who dropped out of the program, and 65 individuals who were not accepted. The first discriminant function was, chi 2 (6) = 87.567, p less than .0001, and extracted 98% of the variance of the discriminant space. Follow-up procedures using one-way ANOVA's and Scheffé multiple comparisons indicated that the baccalaureate GPA and GRE-verbal and -quantitative scores independently differentiated the graduate and dropout groups from the not-accepted group at a statistically significant level (p less than .05). Practical significance of the independent contribution of these variables to group differentiation, as measured by omega 2 was 22% for the baccalaureate GPA, 13% for the GRE-verbal scores, and 10% for the GRE-quantitative scores. Implications for future research are discussed.

Graduate Record Examinations Aptitude Test Scores as a Predictor of Graduate Grade Point Average

A literature review was carried out to determine existing knowledge regarding the relationship of Graduate Record Examinations Aptitude Test (GRE) scores and graduate grade point average (GGPA). Building upon this information, a study was undertaken in which data were gathered for 67 M.Ed. candidates admitted into and graduating from the University of New Hampshire Department of Education during a given three year period. Nonparametric measures of association and of difference were employed. The findings supported the conclusion that a significant correlation exists between GRE-Verbal scores and GGPA for the sample studied. A significant difference in GGPA was supported, as well, for those within the sample earning scores categorized as high, middle, and low on the GRE-Verbal measure. The results were discussed, and conclusions were drawn.