Literaturnachweis - Detailanzeige
Autor/inn/en | Michel, Rochelle S.; Belur, Vinetha; Naemi, Bobby; Kell, Harrison J. |
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Titel | Graduate Admissions Practices: A Targeted Review of the Literature. Research Report. ETS RR-19-33 |
Quelle | In: ETS Research Report Series, (2019), (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2330-8516 |
Schlagwörter | College Admission; Graduate Study; Administrative Organization; Standardized Tests; Scores; College Applicants; Student Diversity; Decision Making; Committees; College Entrance Examinations; Grade Point Average; Interpersonal Competence; Holistic Approach; Personality Traits; Thinking Skills; Admission Criteria; Graduate Record Examinations Hochschulzugang; Hochschulzulassung; Zulassung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Standadised tests; Standardisierter Test; College applications; Studienbewerber; Decision-making; Entscheidungsfindung; Committee; Ausschuss; Aufnahmeprüfung; Interpersonale Kompetenz; Holistischer Ansatz; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Denkfähigkeit; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren |
Abstract | This review of the literature covers 5 major areas within the graduate admissions process: (a) the decentralized nature of graduate admissions; (b) the types of materials that are collected as part of the application process, including standardized test scores; (c) the variety of admissions models that are used to make admissions decisions; (d) training and tools used by graduate admissions committees to support the graduate admissions process; and (e) admitting diverse applicants. The literature review concludes with a discussion of the findings and the areas for future research. (As Provided). |
Anmerkungen | Educational Testing Service. Rosedale Road, MS19-R Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; e-mail: RDweb@ets.org; Web site: https://www.ets.org/research/policy_research_reports/ets |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |