GRE Candidates' Perceptions of the Importance of Graduate Admission Factors.

Autor/inn/en	Powers, Donald E.; Lehman, James
Institution	Graduate Record Examinations Board, Princeton, NJ.; Educational Testing Service, Princeton, NJ.
Titel	GRE Candidates' Perceptions of the Importance of Graduate Admission Factors.
Quelle	(1982), (42 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Admission Criteria; Admission (School); Aptitude Tests; College Entrance Examinations; Enrollment Influences; Grade Point Average; Graduate Students; Higher Education; Scores; Student Attitudes; Graduate Record Examinations + Suchen Sie Ihr Suchwort? Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Aptitude test; Eignungsprüfung; Eignungstest; Aufnahmeprüfung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten
Abstract	Many factors influence prospective graduate students' choice of a graduate school, including the chances of gaining admission. This study examines the perceptions of a representative sample of Graduate Record Examinations (GRE) test takers who were asked to indicate their views of the importance of eight widely considered factors in graduate admissions. Candidates' perceptions were compared for each of the factors and for subgroups of candidates determined by sex, ethnicity, age, and intended graduate major field. Overall, candidates perceived undergraduate grades as the single most important factor in graduate admissions. This held true for each of the candidate subgroups considered in the analysis. Recommendations and one's undergraduate field were rated as somewhat less important than undergraduate grades, and GRE Aptitude Test scores even less important. GRE Advanced Test scores were perceived as considerably less important than any other factor. Analyses by subgroup revealed that candidates' perceptions differed markedly according to the graduate field they intended to enter. There were relatively few large differences between the perceptions of men and women or between younger and older students. Black candidates and white candidates, however, exhibited quite different patterns of perceptions. The implications of these differences are discussed, and possible courses of action are suggested. (Author/PN)
Anmerkungen	Educational Testing Service, Research Publications R-116, Princeton, NJ 08541.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC