The Relationship of GRE General Test Scores to First-Year Grades for Foreign Graduate Students: Report of a Cooperative Study.

Autor/in	Wilson, Kenneth M.
Institution	Educational Testing Service, Princeton, NJ.
Titel	The Relationship of GRE General Test Scores to First-Year Grades for Foreign Graduate Students: Report of a Cooperative Study.
Quelle	(1986), (82 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Entrance Examinations; Departments; English (Second Language); Foreign Students; Grade Point Average; Graduate Students; Graduate Study; Higher Education; Language Proficiency; Native Speakers; Predictive Validity; Scores; Student Characteristics; Graduate Record Examinations; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Department; Abteilung; English as second language; English; Second Language; Englisch als Zweitsprache; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language skill; Language skills; Sprachkompetenz; Muttersprachler
Abstract	The validity of the Graduate Record Examinations (GRE) was examined for foreign students enrolled in U.S. graduate schools. Subjects included 1,353 foreign students for whom English was a second language (ESL) and 42 foreign students whose native language was English. The relationships between college departments' scores on the GRE General Test and first year average grades were examined for three populations: (1) foreign ESL students who were heterogeneous with respect to linguistic, cultural, and educational background; (2) subgroups with homogeneous country of origin and background variables; and (3) subgroups classified according to English proficiency, as indicated by Test of English as a Foreign Language (TOEFL) scores; GRE verbal, analytical, and quantitative scores; and self-reported English language proficiency. The students were highly selected and represented mainly quantitative departments of study. The majority of students were Asian; about half were from India, Taiwan, or Korea. Results for these samples were comparable to validity data for American students. In quantitative fields of study, quantitative and analytical scores were the strongest predictors; in verbal fields, verbal scores were strongest. GRE verbal and TOEFL scores had parallel patterns of validity. (GDC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC