EFFECTS OF CALCULATOR AVAILABILITY ON GRE<sup>®</sup> QUANTITATIVE QUESTIONS

Bridgeman, Brent; Cline, Frederick; Levin, J

doi:10.1002/j.2333-8504.2008.tb02117.x

Cited by 2 publications

(2 citation statements)

References 4 publications

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“…This tool benefits test takers as they demonstrate their quantitative skills and abilities. “Providing a calculator helps to assure that trivial computational errors are not interfering with assessment of the intended reasoning construct” (Bridgeman, Cline, & Levin, , p. 1). The calculator is a basic, five‐function calculator, including the square‐root function.…”

Section: Introductionmentioning

confidence: 99%

Usability of Interactive Item Types and Tools Introduced in the New GRE^® revised General Test

Swiggett

Kotloff

Ezzo

et al. 2014

ETS Research Report Series

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The computer‐based Graduate Record Examinations® (GRE®) revised General Test includes interactive item types and testing environment tools (e.g., test navigation, on‐screen calculator, and help). How well do test takers understand these innovations? If test takers do not understand the new item types, these innovations may introduce construct‐irrelevant variance, with test takers performing differently than they would with more familiar item types. Similarly, the navigational and other test environment tools are another potential source of variance, if some test takers understand how to use them and others do not. In this study, we examined the reactions, engagement, and difficulties encountered as 20 potential test takers completed Verbal and Quantitative Reasoning sections of a practice GRE test. Participants were sophomores and juniors from colleges and universities in the local area. Their reactions were captured through the use of cognitive laboratory sessions that incorporated interviews that required test takers to think aloud, as well as researcher observations as test takers worked quietly. Results of the analysis of this data revealed that some participants needed time to figure out what was being asked of them when they encountered the new item types, although most were able to answer each item eventually. On the other hand, most participants stated that they did not even notice the test environment tools, and few were observed actually using the tools. Several participants provided suggestions about improving the usability of the new item types and test environment tools.

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Section: Introductionmentioning

confidence: 99%

Usability of Interactive Item Types and Tools Introduced in the New GRE^® revised General Test

Swiggett

Kotloff

Ezzo

et al. 2014

ETS Research Report Series

View full text Add to dashboard Cite

show abstract

“…Another large-scale study was conducted in preparation for the introduction of calculators in the GRE revised General Test (Bridgeman, Cline, & Levin, 2008). In this study, 168 items were administered in six research forms either with or without an available calculator.…”

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confidence: 99%

Calculator Use on the GRE^® revised General Test Quantitative Reasoning Measure

Attali

2014

ETS Research Report Series

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Previous research on calculator use in standardized assessments of quantitative ability focused on the effect of calculator availability on item difficulty and on whether test developers can predict these effects. With the introduction of an on‐screen calculator on the Quantitative Reasoning measure of the GRE® revised General Test, it is possible to explore calculator use in more detail. This study investigates calculator usage for the GRE examinee population across examinee and item characteristics. Results suggest that calculator usage in the GRE is very common (75% of responses used a calculator) but is less prevalent for low and high ability examinees and for male, Black, and Hispanic examinees. Items associated with lower levels of calculator usage tended to be more difficult, required less time to answer, and did not present a real‐world application. Quantitative comparison items were also associated with less calculator usage, but other item type and content distinctions showed small differences in usage. Most items exhibited a positive relation between calculator usage and response accuracy (after controlling for examinee ability), that is, responses that used the calculator were more likely to be correct. Items that did not show an association between calculator use and accuracy tended to be easier and had less overall usage of the calculator.

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EFFECTS OF CALCULATOR AVAILABILITY ON GRE^® QUANTITATIVE QUESTIONS

Cited by 2 publications

References 4 publications

Usability of Interactive Item Types and Tools Introduced in the New GRE^® revised General Test

Usability of Interactive Item Types and Tools Introduced in the New GRE^® revised General Test

Calculator Use on the GRE^® revised General Test Quantitative Reasoning Measure

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EFFECTS OF CALCULATOR AVAILABILITY ON GRE® QUANTITATIVE QUESTIONS

Cited by 2 publications

References 4 publications

Usability of Interactive Item Types and Tools Introduced in the New GRE® revised General Test

Usability of Interactive Item Types and Tools Introduced in the New GRE® revised General Test

Calculator Use on the GRE® revised General Test Quantitative Reasoning Measure

Contact Info

Product

Resources

About

EFFECTS OF CALCULATOR AVAILABILITY ON GRE^® QUANTITATIVE QUESTIONS

Usability of Interactive Item Types and Tools Introduced in the New GRE^® revised General Test

Usability of Interactive Item Types and Tools Introduced in the New GRE^® revised General Test

Calculator Use on the GRE^® revised General Test Quantitative Reasoning Measure