The Impact of Self-Study on GRE Test Performance.

Autor/inn/en	Swinton, Spencer S.; Powers, Donald E.
Institution	Graduate Record Examinations Board, Princeton, NJ.; Educational Testing Service, Princeton, NJ.
Titel	The Impact of Self-Study on GRE Test Performance.
Quelle	(1985), (89 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	College Entrance Examinations; Higher Education; Independent Study; Mathematics Tests; Multivariate Analysis; Questionnaires; Scores; Study Skills; Tables (Data); Test Coaching; Testing Programs; Verbal Tests; Graduate Record Examinations + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Selbststudium; Multivariate Analyse; Fragebogen; Studientechnik; Tabelle; Testverfahren; Mündliche Prüfung
Abstract	The study reported here was intended to "round out" the Graduate Record Examinations (GRE) Board's continuing study of special test preparation for the GRE General Test by providing information that was previously unavailable on the effects of one kind of special test preparation--self-test-familiarization for the verbal and quantitative sections of the test and for the revised analytical portion. The impact of receiving, and of being encouraged to study, the newly expanded "GRE Information Bulletin" and copies of disclosed forms of the GRE General Test was investigated in an experimental design in which randomly selected samples of test takers were encouraged to prepare in various ways for the test. In a previous similar study of the analytical section of the test, self-study was found to improve performance on two analytical item types that were subsequently removed from the test. In the present study, no practically significant effects were detected for the verbal, quantitative, or revised analytical sections of the test. Appendices include: (1) test-taking strategies for each section of the test; (2) suggestions for improving speed; (3) review for the quantitative section of the GRE Aptitude Test; (4) example of one sample test; and (5) letters of encouragement and nonencouragement. (Author/LMO)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC