Literaturnachweis - Detailanzeige
| Autor/inn/en | Oltman, Philip K.; Hartnett, Rodney T. |
|---|---|
| Institution | Educational Testing Service, Princeton, NJ. Graduate Record Examination Board Program. |
| Titel | The Role of GRE General and Subject Test Scores in Graduate Program Admission. ETS Research Report 84-14. |
| Quelle | (1984), (49 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Standards; Admission Criteria; College Entrance Examinations; Graduate Study; Higher Education; Prerequisites; Professors; Scores; Selective Admission; Test Use; Graduate Record Examinations |
| Abstract | To learn more about graduate program selectivity, admission test requirements, and the role that the Graduate Record Examinations (GRE) play in the admission process, a two-phase study was conducted. First, the GRE General Test and Subject Test requirements of a broad range (over 12,000) of graduate programs were summarized by examining data in the "Graduate Programs and Admissions Manual" to indicate how many and what kinds of programs do or do not require GRE scores. Then a mail survey of 616 graduate departments was carried out; the survey yielded 333 replies to a questionnaire about administrator's perceptions of the importance of GRE scores in the admissions process and the ways in which scores were used. Faculty members responding to the questionnaire included professors (56%), associate professors (29%), and assistant professors or below (15%). The following conclusions were reached: (1) about 64% of all graduate programs require GRE scores; (2) GRE score requirements have not changed appreciably over the last decade; (3) there is little relationship between program selectivity and use of GRE scores; (4) the primary use of GRE scores appears to be to compensate for otherwise weak applicant credentials; (5) the primary reason given for non-use of GRE scores is the belief that other information is adequate for decisions; and (6) departments assign the most importance to grades, followed by letters of recommendation, and then by GRE scores. Nine tables and 1 graph present study data. The survey, the departmental questionnaire, and a sample of responses are appended. (Author/SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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