Does the Graduate Record Examination predict meaningful success in the graduate training of psychologists? A case study.

Sternberg, Robert J.; Williams, Wendy M.

doi:10.1037/0003-066x.52.6.630

Cited by 184 publications

(216 citation statements)

References 42 publications

(59 reference statements)

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“…The most commonly discussed admission criteria are GRE scores, which have been found to be positively correlated to first-year graduate GPA and success in qualifying exams in a range of fields [20][21][22] and are often presented as being a measure of undergraduate content knowledge. Nonetheless, GRE scores are much more weakly related to outcomes like citations counts and research products [20,23], and time-todegree [19,24]. This is an important, though often overlooked reality: it may be assumed that high GRE scores are strongly predictive of all relevant graduate student outcomes, but this is not apparently the case.…”

Section: Understanding the Validity Of Admissions Criteriamentioning

confidence: 94%

Investigating approaches to diversity in a national survey of physics doctoral degree programs: The graduate admissions landscape

Potvin

Chari

Hodapp

2017

Phys. Rev. Phys. Educ. Res.

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Graduate admissions play a critical gatekeeping role in the physics community not only because they select students who are allowed to begin their graduate studies, but also because they influence how students perceive graduate school, and in some cases whether or not they will even choose to apply. In conjunction with the APS Bridge Program, we conducted a national survey of graduate directors (and related faculty) of physics Ph.D. programs in the United States to explore graduate admissions practices. Our focus was on criteria used in determining admissions, mechanisms through which graduate applicants are handled, and how student representation considerations are incorporated into admissions (if at all). We report here on existing graduate admission practices in physics departments and highlight some critical issues for understanding barriers for diversifying graduate physics, including the use of GRE scores (and the relative importance placed on them). We find that the use of a minimum GRE score for admission, a practice in opposition to recommendations made by the tests designers, is reported to be used in many departments (more than one in three). We also find letters of recommendation to be highly valued in admissions decisions. Our data describe various initiatives at the institutional or individual level to increase gender diversity in admissions. A sizable number of departments also express a latent demand for greater numbers of students from traditionally marginalized racial or ethnic groups, but simultaneously report a lack of such applicants.

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Section: Understanding the Validity Of Admissions Criteriamentioning

confidence: 94%

Investigating approaches to diversity in a national survey of physics doctoral degree programs: The graduate admissions landscape

Potvin

Chari

Hodapp

2017

Phys. Rev. Phys. Educ. Res.

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“…This finding is consistent with those found by Sternberg and Williams (1997) in which the researchers found no significant differences in relationships of GRE scores with FGPA, or second year graduate GPA between men and women.…”

Section: Relationship Between Fgpa and The Composite Predictor (Grevsupporting

confidence: 82%

Examining the Validity of the GRE General Test Scores and Undergraduate GPA for Predicting Success in Graduate School at a Large Racially and Ethnically Diverse Public University in Southeast Florida

Hyun¹

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“…Grade-point average Overall Kuncel, Hezlett, & Ones, 2001 First year Kuncel et al, 2001 Specific courses Goldberg & Alliger, 1992 Comprehensive exams Kirnan & Geisinger, 1981 Faculty ratings Student abilities Kuncel et al, 2001;Sternberg & Williams, 1997 Dissertation quality…”

Section: Indicators Of Graduate School Success That Have Been Used Inmentioning

confidence: 99%

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

Kyllonen

Walters²,

Kaufman

2011

ETS Research Report Series

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This report reviews the literature on noncognitive and other background predictors (e.g., personality, attitudes, and interests) as it pertains to graduate education. The first section reviews measures typically used in studies of graduate school outcomes, such as attrition and time to degree. A review of qualities faculty members and administrators say they desire and cultivate in graduate programs is conducted. There appears to be a divergence between the qualities faculty members say are important and the measures researchers typically use in validity studies.The second section reviews three categories of noncognitive variables that might predict outcomes (general personality factors, quasi-cognitive factors, and attitudinal factors) and the definitions, measures, correlates, and the validity of those measures. The role of background factors, both environmental and group, is part of this review.Key words: noncognitive, personality, admissions, GRE ® , selection, assessment, new constructs ii Executive SummaryMany GRE ® studies conducted in the past several years have asked faculty members about the qualities that are important to success in graduate school. A consistent finding is that graduate faculty members believe that noncognitive factors, such as motivation, creativity, personality, interests, and attitude, ought to be considered in graduate admissions (e.g., Briel et al., 2000). Many faculty members believe that including such factors would increase both fairness and the validity of the current admissions process. At the same time there is a lack of knowledge about what the scientific literature says on what the noncognitive factors are, how important they are, how they could best be measured, and on whether it might be practical to use them in admissions decisions. The purpose of this review is to address these questions. This report reviews various noncognitive factors and definitions, measures, correlates, and the validity of those measures. Graduate School Outcomes and Their DeterminantsA notional path model illustrates the relationships between noncognitive predictor factors and graduate school outcome factors. Graduate school outcome factors are divided into traditional measures of convenience and performance factors. Traditional measures are attrition, time-to-degree, and grade point average. Performance factors are domain proficiency, general proficiency, communication, effort, discipline, teamwork, leadership, and management. The noncognitive predictor factors are divided into three main categories: personality (e.g., extroversion), quasi-cognitive (e.g., metacognition), and motivation factors (e.g., self-efficacy).In addition, there are two background categories assumed to affect the noncognitive factors:environmental (e.g., mentor support) and group factors (gender and ethnicity). The review is organized according to this model. Personality FactorsA consensus has emerged within the field that there are five major personality factors: extroversion, emotional stability, agreeableness, ...

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Does the Graduate Record Examination predict meaningful success in the graduate training of psychologists? A case study.

Cited by 184 publications

References 42 publications

Investigating approaches to diversity in a national survey of physics doctoral degree programs: The graduate admissions landscape

Investigating approaches to diversity in a national survey of physics doctoral degree programs: The graduate admissions landscape

Examining the Validity of the GRE General Test Scores and Undergraduate GPA for Predicting Success in Graduate School at a Large Racially and Ethnically Diverse Public University in Southeast Florida

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

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