An evaluation of Graduate Record Examinations as predictors of graduate success in a Canadian context.

Abstract

Assessed the predictive validity of the Graduate Record Examinations (Advanced, Quantitative, and Verbal) in an archival study of graduate success in a psychology master's program. These tests and 5 other predictors (undergraduate GPA, letters of recommendation, undergraduate scholarships/awards, undergraduate teaching and/or research experience, and age) were correlated with 4 measures of graduate success: graduate GPA, graduate statistics course grade, time to completion of program, and a rating of program performance. Data from 55 student files indicated that the GREs, in particular the Advanced test score, were the best predictors for all but the time-to-completion variable. Multiple regression and discriminant function analyses supported the use of the GREs as predictors of success in this program. Ethical considerations regarding the use of the GREs in selection are also discussed. (French abstract) (19 ref)

Psychological testing in the undergraduate curriculum.

“…Tests also play an important role in education, to which students are exposed every day. In particular, students should understand the properties of such standardized tests such as the Scholastic Assessment Test ( SAT ) and Graduate Record Examination ( GRE ), which are used to make admission decisions, and which they may take (for two relevant Canadian studies, see Boudreau, Killip, MacInnis, Milloy, & Rogers, 1983; Symons, 1999). If they are considering paying money to be coached in these tests, students should be aware of research on the influence of prior exposure, practice, and training (e.g., Anastasi, 1981; Kulik, Bangert-Downs, & Kulik, 1984).…”