Investigation of Response Changes in the GRE Revised General Test

Autor/inn/en	Liu, Ou Lydia; Bridgeman, Brent; Gu, Lixiong; Xu, Jun; Kong, Nan
Titel	Investigation of Response Changes in the GRE Revised General Test
Quelle	In: Educational and Psychological Measurement, 75 (2015) 6, S.1002-1020 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1644
DOI	10.1177/0013164415573988
Schlagwörter	College Entrance Examinations; High Stakes Tests; Graduate Study; Verbal Ability; Abstract Reasoning; Computer Assisted Testing; Thinking Skills; Item Response Theory; Response Style (Tests); Educational Benefits; Test Wiseness; Ability Grouping; Comparative Education; Gender Differences; Ethnicity; Scores; Graduate Record Examinations + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Mündliche Leistung; Abstraktes Denken; Denken; Denkfähigkeit; Item-Response-Theorie; Antwortverhalten; Bildungsertrag; Homogene Gruppierung; Niveaugruppierung; Streaming; Vergleichende Erziehungswissenschaft; Geschlechterkonflikt; Ethnizität
Abstract	Research on examinees' response changes on multiple-choice tests over the past 80 years has yielded some consistent findings, including that most examinees make score gains by changing answers. This study expands the research on response changes by focusing on a high-stakes admissions test--the Verbal Reasoning and Quantitative Reasoning measures of the GRE revised General Test. We analyzed data from 8,538 examinees for Quantitative and 9,140 for Verbal sections who took the GRE revised General Test in 12 countries. The analyses yielded findings consistent with prior research. In addition, as examinees' ability increases, the benefit of response changing increases. The study yielded significant implications for both test agencies and test takers. Computer adaptive tests often do not allow the test takers to review and revise. Findings from this study confirm the benefit of such features. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01