In this research, we developed behaviorally anchored rating scales (BARS) to evaluate the job performance of Zone Three jobs requiring middle‐level skills and prior education ranging from vocational training to an associate's degree as well as work‐related skills or experience. We ultimately identified 7 relevant job performance dimensions mainly based on prior research literature. The dimensions are thought to reflect socioemotional constructs (soft skills, “21st‐century skills”) considered vital to success today in Zone Three jobs. Managers of Zone Three employees helped us develop the final behavioral statements to anchor the 6 BARS points by generating approximately 430 critical incidents on which we based the initial behavioral statements that we wrote. Another group of managers confirmed the relevancy of the statements to the Zone Three workers they supervised, retranslated statements back into dimensions to confirm the dimensions to which they belong, and provided ratings of the effectiveness level that each statement represented. We modified statements to fill any gaps in effectiveness level coverage. Then, we asked leading experts in assessment to confirm the adequacy of the final statements, and after they did so, we created the final anchored scales. Both past literature and our own analyses indicate that these BARS generalize across economic sectors and thus potentially can provide substantial value to organizations that wish to assess, in an efficient and cost‐effective manner, the performance of middle‐skills employees with many different types of possible job descriptions.

Scores from the GRE® revised General Test provide important information regarding the verbal and quantitative reasoning abilities and analytical writing skills of applicants to graduate programs. The validity and utility of these scores depend upon the degree to which the scores predict success in graduate and business school in specific contexts. To assess the predictive validity of the GRE test for graduate business programs, we collaborated with a number of universities and obtained data from each university's admissions office and registrar. We focused specifically on part‐time and full‐time students in master's of business administration (MBA) degree programs. Given the nested structure of the data, we used a 2‐level (representing students and institutions) hierarchical linear model (HLM) to estimate regression models with first‐semester MBA grade point average (GPA) or cumulative MBA GPA as the dependent variable and GRE scores and undergraduate GPA (UGPA) as independent variables. For predicting cumulative MBA GPA, the pseudo R‐squared (R2) value was .04 using UGPA, cohort year, and program type as the only predictors; this value increased substantially to .19 with the addition of GRE scores. The HLM results show that both GRE‐Quantitative and GRE‐Verbal scores were statistically significant predictors of both first‐semester MBA GPA and cumulative MBA GPA.

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Consideration of socioemotional skills in admissions potentially can increase representation of racial and ethnic minorities and women in graduate education as well as identify candidates more likely to succeed in graduate school. Research on one such assessment, the ETS Personal Potential Index (PPI), showed that the PPI produced much smaller racial/ethnic-gender group mean score differences than undergraduate grade point average (UGPA) and the Graduate Record Examinations (GRE) did. Across levels of institutional selectivity, the PPI can promote racial/ethnic and gender diversity in graduate and professional school in ways that UGPA and GRE scores do not. Predictive validity analyses showed that for doctoral STEM programs the PPI dimensions of (i) Planning and Organization and (ii) Communication Skills positively predict graduate school grade point average as well as a lower risk of academic probation, a determinant of degree progress, both alone and incrementally over UGPA and GRE scores.

International institutions have been increasingly using the GRE® revised General Test to admit students to graduate programs. However, little is known about how scores from the GRE revised General Test are used in the admission process outside of the United States and their validity in predicting graduate students' performance (e.g., their graduate school grade point averages [GGPAs]). As the GRE revised General Test was launched in August 2011, there is a compelling need to investigate its predictive validity, particularly in an international context. A large percentage of examinees who take the GRE revised General Test from outside of the United States are citizens of Asian countries. Consequently, we examined how scores from the GRE revised General Test predict a range of graduate student performance outcomes at a Singaporean institution that represents the highest caliber of academic excellence in Asian countries. We also interviewed key members of the admissions committees to understand how the GRE revised General Test and its individual sections are used in the admission process. Our analyses revealed that scores from the GRE revised General Test predicted GGPA and program standing. In particular, these scores showed incremental value beyond undergraduate GPA (UGPA) for predicting GGPA. Furthermore, among enrolled students, those who submitted scores from the GRE revised General Test in application had significantly higher GGPAs than those who did not. These findings largely apply to both doctoral and master's students.