The Grand Question: Do Entrance Examinations Determine Graduate Student Academic Success?

Autor/in	Fedynich, LaVonne
Titel	The Grand Question: Do Entrance Examinations Determine Graduate Student Academic Success?
Quelle	In: Research in Higher Education Journal, 33 (2017), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-3432
Schlagwörter	Graduate Students; Academic Achievement; College Entrance Examinations; Graduate Study; Predictor Variables; Grade Point Average; Masters Programs; Doctoral Programs; Miller Analogies Test; Graduate Record Examinations + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schulleistung; Aufnahmeprüfung; Prädiktor; Magister course; Magisterstudiengang; Doktorandenprogramm; Cognitive competence; Assessment; Test; Analytical thinking; Kognitive Kompetenz; Eignungstest; Analytisches Denken
Abstract	This article discussed the accuracy of nationally normed entrance examinations such as the Millers Analogy Test and the Graduate Record Examination at predicting graduate student academic success in Master's and Doctoral programs. Academic success was defined as maintaining the required minimum or higher graduate program grade point average and completion of the graduate program. Kuncel, Hezlett, and Ones (2004) study had mixed outcomes as to the effectiveness of these entrance examinations foreseeing graduate student academic success. More specifically, the study pointed to the shortcomings of these tests not being able to predict specific abilities that are needed to succeed in graduate school such as creative ability and practical ability. Students admitted to graduate programs with no entrance examination scores were shown to attain a slightly higher-grade point averages as opposed to the students that took the entrance examinations; therefore, "the need for greater flexibility in what is required in an admissions application" should be considered (Gibson, Leavitt, Lombard & Morris, 2007, p. 1). Other studies found entrance examinations to be a moderate forecaster of the grades students could earn within their first semester of attendance (Moneta-Koehler, Brown, Petrie, Evans & Chalkley, 2017). The overall consensus in the majority of the studies advised admission committees to contemplate reducing the dependence on entrance examination scores as a predictor as to how graduate students would fare in graduate school. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01