GRE Verbal Analogy Items: Examinee Reasoning on Items.

Autor/inn/en	Duran, Richard P.; und weitere
Institution	Educational Testing Service, Princeton, NJ. Graduate Record Examination Board Program.
Titel	GRE Verbal Analogy Items: Examinee Reasoning on Items.
Quelle	(1987), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Abstract Reasoning; Analogy; Cognitive Ability; College Entrance Examinations; Difficulty Level; Graduate Study; High Achievement; Higher Education; Low Achievement; Problem Solving; Protocol Analysis; Test Construction; Test Items; Test Wiseness; Verbal Tests; Vocabulary; Graduate Record Examinations + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Analogie; Denkfähigkeit; Aufnahmeprüfung; Schwierigkeitsgrad; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterdurchschnittliche Leistung; Problemlösen; Testaufbau; Test content; Testaufgabe; Mündliche Prüfung; Wortschatz
Abstract	Information about how Graduate Record Examination (GRE) examinees solve verbal analogy problems was obtained in this study through protocol analysis. High- and low-ability subjects who had recently taken the GRE General Test were asked to "think aloud" as they worked through eight analogy items. These items varied factorially on the dimensions of vocabulary difficulty (easy vs. difficult), relationship difficulty (easy vs. difficult), and stem-key correspondence (independent vs. overlapping). A scoring system was developed that included three phases: (1) a cognitive process analysis; (2) a global description of the subjects' strategies; and (3) an evaluation of their performance. It was found that vocabulary and correspondence tended to have multiple effects on how subjects solved analogies and affected whether they solved them correctly. On the other hand, relationship difficulty tended to affect whether or not subjects achieved correct solutions but not how they attained solutions. As expected, high-ability subjects tended to use higher-level or more sophisticated strategies more often than low-ability subjects. However, the use of higher-level strategies was common for both groups of subjects. The results are compared with those reported in the cognitive science literature. In addition, the implication of these results for test development and the usefulness of the protocol methodology are discussed. (Author/JAZ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC