Perceptions and Uses of GRE^® Scores After the Launch of the GRE^® revised General Test in August 2011

Abstract

This survey study investigated how graduate school admissions committees perceive and use the GRE® General Test and GRE® Subject Tests after the launch of the GRE® revised General Test in August 2011. These perceptions and uses impact the validity of the tests. Prior research about the perceptions and uses of the General Test and Subject Tests was last conducted in 2002 and, prior to that, in 2000 (for writing) and 1984. Therefore, even without test revisions, perceptions and uses of the GRE tests may have changed. Overall, by graduate discipline area, by graduate degree level sought, and by future career track preparation (research vs. professional), we examined online survey responses from 163 individuals involved in graduate school admissions. We did not find major changes in the use or perceived utility of the revised General Test or Subject Tests for admissions or funding decisions. General Test scores are valued in relation to other admissions information. Sometimes, valuation of these scores leads to practices proscribed by published GRE Program guidelines, such as the use of cut scores. Scores on the Subject Tests continue to be valued less than other admissions information. Perceptions and uses of the GRE tests often vary when decision makers consider applications from international applicants and underrepresented racial or ethnic minorities. That admissions committees can receive and compare scores reported on the former General Test score scales to scores reported on the revised General Test score scales has resulted in various practices, including the common use of percentile ranks to compare scores in ways discouraged by GRE Program guidelines. To the extent that decision makers use concordance information recommended by Educational Testing Service (ETS) to compare scores, they do so with mixed success.

Effectiveness of GRE Workshops to Increase Awareness

“…There have been studies conducted on how students perceive the GRE and whether it is viewed as being a fair test by different social classes and ethical groups. Research conducted by Klieger et al in 2017 concluded that for United States citizens, "the average standardized test scores of White and Asian examinees have generally exceeded the average scores of Black and Hispanic examinees by at least one half to a full standard deviation [5]." This seems to support the claim made by Groeger in 1998 who indicated that a "sample of 4,248 first-year graduate students showed that 96% of the Black applicants indicated that these tests are oriented toward the White middle-class culture [6]."…”

“…A study conducted by Klieger et al in 2017 sent out a survey with several questions regarding the use of the GRE in the admissions process for multiple areas of study including the Science-Technology-Engineering-Mathematics (STEM) field, as well as the social sciences, arts, and humanities fields. From the responses, "72% of respondents indicated the GRE revised General Test is required for all candidates, 18% said it is required, but could be waived in some circumstances, 4% said it is required or recommended for some applicants, 1% said it is recommended for all applicants, fewer than 1% said it is neither required nor recommended but would be considered if submitted, and 5% said it is not used at all [5]." The respondents from the STEM field indicated that 80% required the GRE General Test which was the highest of the three different areas of study [5].…”

“…From the responses, "72% of respondents indicated the GRE revised General Test is required for all candidates, 18% said it is required, but could be waived in some circumstances, 4% said it is required or recommended for some applicants, 1% said it is recommended for all applicants, fewer than 1% said it is neither required nor recommended but would be considered if submitted, and 5% said it is not used at all [5]." The respondents from the STEM field indicated that 80% required the GRE General Test which was the highest of the three different areas of study [5]. This seems to indicate the STEM field places the most importance on the GRE in determining whether a student will be admitted into a graduate program.…”

“…In 2001, Kuncel et al stated that the "the GRE is often used to help decide which students will receive fellowships and other awards [11]." A study led by Klieger et al in 2017 showed that within the STEM field, 80% of the respondents indicated that the GRE scores were used to help decide who received assistantships and fellowship awards [5]. The candidates that are accepted into the programs often share similar resumes and work experiences, so the GRE can be a way to help decide which person will receive the awards.…”

Admissions to Graduate Studies: Selection Methods for Life and Natural Sciences Masters’ Programs at a European Research University

“…Since its inception, the GRE General has undergone several additions, including a significant revision in 2011 (Klieger et al, 2017). Presently, the GRE General measures Verbal Reasoning (section GRE-V), Quantitative Reasoning (section GRE-Q), and Analytical Writing (section GRE-A).…”