Effect of Extra Time on Verbal and Quantitative GRE Scores

Bridgeman, Brent; Cline, Frederick; Hessinger, James

doi:10.1207/s15324818ame1701_2

Cited by 20 publications

(21 citation statements)

References 5 publications

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“…The study was initially conducted to examine the effect of time limits on GRE performance; the substantial early exit from the study caused Bridgeman et al (2004) to drop participants who did not spend at least 30 minutes on a 45-minute test or 20 minutes on a 40-minute test.…”

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confidence: 99%

Gender and Competition

2011

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Laboratory studies have documented that women often respond less favorably to competition than men. Conditional on performance, men are often more eager to compete, and the performance of men tends to respond more positively to an increase in competition. This means that few women enter and win competitions. We review studies that examine the robustness of these differences as well the factors that may give rise to them. Both laboratory and field studies largely confirm these initial findings, showing that gender differences in competitiveness tend to result from differences in overconfidence and in attitudes toward competition. Gender differences in risk aversion, however, seem to play a smaller and less robust role. We conclude by asking what could and should be done to encourage qualified males and females to compete.

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confidence: 99%

Gender and Competition

2011

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“…Effects did not interact with either gender or ethnicity. Extended time on the GRE was similarly of only minimal benefit with an average increase of 7 points for both verbal and quantitative scores on the 200-800 scale when the time limit was extended to 1.5 times standard time (Bridgeman et al 2004a).…”

Section: Time Limitsmentioning

confidence: 94%

Research on Validity Theory and Practice at ETS

Kane

Bridgeman

2017

Methodology of Educational Measurement and Assessment

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Educational Testing Service (ETS) was founded with a dual mission: to provide high-quality testing programs that would enhance educational decisions and to improve the theory and practice of testing in education through research and development (Bennett 2005; Educational Testing Service 1992). Since its inception in 1947, ETS has consistently evaluated its testing programs to help ensure that they meet high standards of technical and operational quality, and where new theory and new methods were called for, ETS researchers made major contributions to the conceptual frameworks and methodology.This chapter reviews ETS's contributions to validity theory and practice at various levels of generality, including overarching frameworks (Messick 1988(Messick , 1989, more targeted models for issues such as fairness, and particular analytic methodologies (e.g., reliability, equating, differential item functioning). The emphasis will be on contributions to the theory of validity and, secondarily, on the practice of validation rather than on specific methodologies. Validity TheoryGeneral conceptions of validity grew out of basic concerns about the accuracy of score meanings and the appropriateness of score uses (Kelley 1927), and they have necessarily evolved over time as test score uses have expanded, as proposed interpretations have been extended and refined, and as the methodology of testing has become more sophisticated.

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“…The operational quantitative test scores of all (standard and 1.5 times standard time) participants (M = 637, SD = 144) were somewhat higher than nonparticipants (M = 628, SD = 143), whereas the operational verbal test scores of participants (M = 475, SD = 124) were somewhat lower than nonparticipants (M = 482, SD = 123). However, in both cases the differences were very small, 0.06 in standardized scores, indicating that participants were representative of the test taker population (see also Bridgeman et al, 2004). Analyses for this study include only participants assigned to the standard time condition, 15,201 in total.…”

Section: Participantsmentioning

confidence: 96%

Effort in Low-Stakes Assessments

Attali

2016

Educational and Psychological Measurement

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Performance of students in low-stakes testing situations has been a concern and focus of recent research. However, researchers who have examined the effect of stakes on performance have not been able to compare low-stakes performance to truly high-stakes performance of the same students. Results of such a comparison are reported in this article. GRE test takers volunteered to take an additional low-stakes test, of either verbal or quantitative reasoning as part of a research study immediately following their operational high-stakes test. Analyses of performance under the high- and low-stakes situations revealed that the level of effort in the low-stakes situation (as measured by the amount of time on task) strongly predicted the stakes effect on performance (difference between test scores in low- and high-stakes situations). Moreover, the stakes effect virtually disappeared for participants who spent at least one-third of the allotted time in the low-stakes situation. For this group of test takers (more than 80% of the total sample), the correlations between the low- and high-stakes scores approached the upper bound possible considering the reliability of the test.

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Effect of Extra Time on Verbal and Quantitative GRE Scores

Cited by 20 publications

References 5 publications

Gender and Competition

Gender and Competition

Research on Validity Theory and Practice at ETS

Effort in Low-Stakes Assessments

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